Relations between Social Problem Solving and Indicators of Interpersonal and Family Well-Being Among Chinese Adolescents in Hong Kong

2005 ◽  
pp. 517-539 ◽  
Author(s):  
Andrew M. H. Siu ◽  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Problem Solving ◽  
Social Problem ◽  
Well Being ◽  
Social Problem Solving ◽  
Chinese Adolescents

scholarly journals Cognitive, Emotive, and Cognitive-Behavioral Correlates of Suicidal Ideation among Chinese Adolescents in Hong Kong

2010 ◽  
Vol 10 ◽  
pp. 366-379 ◽  
Author(s):  
Sylvia Y.C.L. Kwok ◽  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Social Skills ◽  
Problem Solving ◽  
Suicidal Ideation ◽  
Social Problem ◽  
Emotional Competence ◽  
Social Problem Solving ◽  
Cognitive Behavioral ◽  
Regression Analyses ◽  
Standard Regression

Utilizing Daniel Goleman's theory of emotional competence, Beck's cognitive theory, and Rudd's cognitive-behavioral theory of suicidality, the relationships between hopelessness (cognitive component), social problem solving (cognitive-behavioral component), emotional competence (emotive component), and adolescent suicidal ideation were examined. Based on the responses of 5,557 Secondary 1 to Secondary 4 students from 42 secondary schools in Hong Kong, results showed that suicidal ideation was positively related to adolescent hopelessness, but negatively related to emotional competence and social problem solving. While standard regression analyses showed that all the above variables were significant predictors of suicidal ideation, hierarchical regression analyses showed that hopelessness was the most important predictor of suicidal ideation, followed by social problem solving and emotional competence. Further regression analyses found that all four subscales of emotional competence, i.e., empathy, social skills, self-management of emotions, and utilization of emotions, were important predictors of male adolescent suicidal ideation. However, the subscale of social skills was not a significant predictor of female adolescent suicidal ideation. Standard regression analysis also revealed that all three subscales of social problem solving, i.e., negative problem orientation, rational problem solving, and impulsiveness/carelessness style, were important predictors of suicidal ideation. Theoretical and practice implications of the findings are discussed.

scholarly journals Social problem solving as a mediator and a moderator of the link between stress and psychological well-beingStres ve psikolojik iyi olma arasındaki ilişkide sosyal problem çözmenin aracı ve düzenleyici rolü

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Fulya Cenkseven Önder ◽  
Engin Eşigül
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Perceived Stress ◽  
Social Problem ◽  
Short Form ◽  
Well Being ◽  
Social Problem Solving ◽  
Psychological Well Being ◽  
The Social ◽  
The Relationship

The main purpose of this was to investigate the role of social problem solving as a mediator or a moderator of percieved stress and psychological well-being in university students. The participants of this study consisted of 350  females and 164 males, a total of 514 university students. Their ages ranged from 18 to 25 years. Data were collected by using the Percieved Stres Inventory (Cohen, Kamarck, & Mermelstein, 1983), Social Problem Solving Inventory Revised Short Form (D’Zurilla, Nezu, & Maydeu-Olivares, 2002) and Scales of Psychological Well-Being (Ryff, 1989). The results indicated that the percieved stress was negatively correlated with the social problem and the psychological well-being. The social problem solving was positively correlated with the psychological well-being. Hierarchial regression analysis showed that social problem solving partially mediated the relationship between perceived stress and psychological well-being. However, social problem solving did not moderate the relationship between perceived stress and psychological well-being. These findings were discussed in the light of related literature and implications were suggested for future research. ÖzetBu çalışmanın temel amacı üniversite öğrencilerinin algıladıkları stres düzeyleri ile psikolojik iyi olma düzeyleri arasındaki ilişkide sosyal problem çözme becerilerinin aracı ve düzenleyici rolünün incelenmesidir. Araştırma 350’si kadın 164’ü erkek toplam 514 üniversite öğrencisi üzerinde gerçekleştirilmiştir. Araştırmaya katılan öğrenciler 18-25 yaş arasında olup, yaş ortalamaları 20.09’dur (Ss=2.02). Araştırmada veri toplamak amacıyla Algılanan Stres Ölçeği (Cohen, Kamarck ve Mermelstein, 1983), Sosyal Problem Çözme Envanteri Kısa Formu (D’Zurilla, Nezu ve Maydeu-Olivares, 2002) ve Psikolojik İyi Olma Ölçekleri (Ryff, 1989) kullanılmıştır. Araştırma sonucunda algılanan stres ile sosyal problem çözme ve psikolojik iyi olma arasında negatif yönde anlamlı, sosyal problem çözme ve psikolojik iyi olma arasında pozitif yönde anlamlı ilişkiler olduğu tespit edilmiştir. Hiyerarşik regresyon analizleri sonucunda sosyal problem çözmenin, algılanan stres ve psikolojik iyi olma arasındaki ilişkide kısmi aracı role sahip iken, düzenleyici bir rolü olmadığı belirlenmiştir. Elde edilen bulgular ilgili alanyazın ve sınırlılıklar ışığında tartışılmış, daha sonra yapılacak çalışmalara ve uygulayıcılara yönelik öneriler sunulmuştur.

The Role of Social Problem Solving, Criminal Attitude, and ADHD in Aggression Among Incarcerated Youth in Hong Kong

2019 ◽  
Vol 64 (4) ◽  
pp. 396-416
Author(s):  
Jonathan S. F. Lau ◽  
S. W. Hung ◽  
Eva Y. W. Kwong
Keyword(s):  
Hong Kong ◽  
Problem Solving ◽  
Social Problem ◽  
Social Problem Solving ◽  
Psychological Services ◽  
Incarcerated Youth ◽  
Hierarchical Regression ◽  
Young Offenders ◽  
Adhd Symptoms ◽  
Negative Problem Orientation

It is not atypical for young offenders to use aggression to handle problems. This exploratory study examined the contribution of social problem-solving deficit, criminal attitude, and attention-deficit/hyperactivity disorder (ADHD) symptoms to aggression among incarcerated young offenders in Hong Kong. Correlational and regression analyses were conducted to identify factors that help to predict aggression. To control for the influence of ADHD symptoms, hierarchical regression analysis was conducted to reexamine the contribution of the identified factors. The results showed that negative problem orientation (NPO) and contemptuous attitudes toward the law, court, and police (LCP) helped to predict aggression at the current moment and 3 months later. After controlling for ADHD symptoms, only LCP but not NPO remained a significant predictor of both current and near-future aggression. This finding suggests that the contribution of criminal attitude to aggression tends to be independent of the effects of ADHD and social problem-solving deficit. We conclude by discussing the theoretical and practical implications of conceptualizing aggression and improving psychological services for young offenders.

Leadership Skills Training for Chinese Secondary Students in Hong Kong: Does Training Make a Difference?

2003 ◽  
Vol 14 (3) ◽  
pp. 166-174 ◽  
Author(s):  
David W. Chan
Keyword(s):  
Hong Kong ◽  
Problem Solving ◽  
Secondary Students ◽  
Leadership Training ◽  
Social Problem ◽  
Divergent Thinking ◽  
Public Speaking ◽  
Skills Training ◽  
Social Problem Solving ◽  
Self Report

A sample of 116 Chinese secondary students nominated by their schools to participate in university gifted programs in Hong Kong were assessed on their divergent thinking and leadership characteristics prior to their admission to programs. Sixty of these students participated in the Creative Leadership Training Program (CLTP), and 56 joined other non-leadership training programs. The 2 groups of students did not differ on the pretraining assessment of general measures of divergent thinking and self-report leadership qualities. To evaluate the effectiveness of the leadership training, CLTP participants were also assessed on specific measures of interpersonal communication, public speaking, and social problem solving before and after the leadership training. The general findings indicated that CLTP participants gained confidence as leaders, especially in skill areas of communication and public speaking, and in regulating emotions and generating alternatives in social problem solving. The limitations of the pre- and postmeasures comparison and the need to develop program components for the enhancement of leadership flexibility and goal orientation are discussed

scholarly journals Are there cross-cultural differences in emotional processing and social problem-solving?

2014 ◽  
Vol 45 (2) ◽  
pp. 205-210 ◽  
Author(s):  
Aneta Kwaśniewska ◽  
Kevin Thomas ◽  
Roger Baker
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Emotional Processing ◽  
Well Being ◽  
Social Problem Solving ◽  
Cross Cultural ◽  
Eastern European ◽  
Cross Cultural Differences ◽  
Psychosomatic Problems ◽  
Mental Well Being

Abstract Emotional processing and social problem-solving are important for mental well-being. For example, impaired emotional processing is linked with depression and psychosomatic problems. However, little is known about crosscultural differences in emotional processing and social problem-solving and whether these constructs are linked. This study examines whether emotional processing and social problem-solving differs between Western (British) and Eastern European (Polish) cultures. Participants (N = 172) completed questionnaires assessing both constructs. Emotional processing did not differ according to culture, but Polish participants reported more effective social problem-solving abilities than British participants. Poorer emotional processing was also found to relate to poorer social problem-solving. Possible societal reasons for the findings and the implications of the findings for culture and clinical practice are discussed.

Social problem-solving, life satisfaction and well-being among high school and university students

2021 ◽  
pp. 1-11
Author(s):  
Zita Gál ◽  
László Kasik ◽  
Szilvia Jámbori ◽  
József Balázs Fejes ◽  
Krisztina Nagy
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
Problem Solving ◽  
University Students ◽  
Social Problem ◽  
Well Being ◽  
Social Problem Solving

scholarly journals The Mediating Effect of Social Problem-Solving Between Perfectionism and Subjective Well-Being

2021 ◽  
Vol 12 ◽  
Author(s):  
Cheng Wang ◽  
Yisi Huang ◽  
Yueting Xiao
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Well Being ◽  
Social Problem Solving ◽  
Mediating Effect ◽  
Subjective Well Being ◽  
Chinese Adults ◽  
Problem Orientation ◽  
Maladaptive Perfectionism ◽  
Negative Problem Orientation

This study examined the relationship between perfectionism and subjective well-being (SWB) and dimensions of social problem-solving ability. The Almost Perfect Scale-Revised (APS-R), Social problem-solving Inventory-Revised (SPSI-R) and Satisfaction with Life Scale (SWLS) were used to conduct a questionnaire survey of 202 Chinese adults. The results found that: (1) Subjective well-being was significantly negatively correlated with the discrepancy dimension of perfectionism and was also significantly negatively correlated with the negative problem orientation of social problem-solving. (2) The discrepancy dimension reflected in maladaptive perfectionism was significantly positively correlated with the negative aspects of social problem solving (Negative Problem Orientation, NPO; Impulsivity-Carelessness Style, ICS; and Avoidance Style, AS). (3) The negative problem orientation (NPO) dimension in SPSI-R, as a partial mediator, mediated the negative correlation between maladaptive perfectionism and subjective well-being. In conclusion, perfectionism and social problem-solving ability had different degrees of influence on the SWB of Chinese adults, and attention could be paid to dealing with discrepancy and how to reduce negative problem-solving tendency in education and clinical practice.

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