Although opinions abound, there is relatively little research directly related to systems thinking. However, there is a considerable body of research on particular cognitive and problem solving skills that are likely related to systems thinking.

Personality factors

• Tolerance of Ambiguity. This refers to the ability to feel comfortable, accept, even feel stimulated by situatons where variables, alternatives, or outcomes are poorly defined or unclear.  Tolerance of Uncertainty and Low Risk Aversion are related concepts, but may be defined slightly differently by different research. Budner's Tolerance of Ambiguity Scale is one of the few measures available, but the scale has low internal reliability and is factorially complex.

• Cognitive Complexity. The construct of cognitive complexity  has generated much research and has been measured using several procedures. It generally is defined as the degree to which a person makes differentiates and integrates different experiences; that is, the number of discrete elements or relationships a person can handle without feeling overwhelmed. Kelly's Repertory Grid is a popular measure of this factor.

• Jungian Temperament (such as the Personal Style Inventory). This model considers the Intuitive (N) type to be most related to systems thinking in that high scorers tend to perceive patterns, trends, and relationships, and enjoy cognitive exercises such as theorizing.

• Time Orientation. Long-term orientation may be related to systemic thinking in that people with this tendency also consider long term consequences. This has been shown to be a cultural variable as well as a personal preference.

Skills

• Reflective Learning. This refers to the skill of being able to temporarily separate from yourself or a situation, look back and observe the event, and then make comments on and learn from what you observe. This process is central to Dewey's Experiential Learning, the Deming/Shewart Cycle, and Kolb's Learning Cycle.

• Model Building. Being able to take psychological constructs and make graphic, verbal, or mathematical representations of them enables them to be more clearly communicated and tested.

• Flexibility. This skill involves being able to shift frames of reference, tactics, or even belief systems when necessary. It may be related to self-monitoring, or the ability to reflect people's reactions to you and correspondingly modify your behavior.