Gender differences in the social problem-solving performance of adolescents

AbstractThe aim of this research was to establish the effect of a social problem-solving training program for 8th grade students. In the experimental group, 14 students were 14 years old and 1 student was 15 years old. In the control group, 13 students were 14 years old and 2 students were 15 years old. The Aggression Questionnaire (AQ) was administered to the students. The students in the experimental group were trained in the Social Problem-Solving program at school. The students in the Social Problem-Solving Training Program had statistically significant lower scores on physical aggression, anger, hostility, indirect aggression and total aggression than the students who did not undertake the program.

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The Chinese version of the social problem-solving inventory: Some initial results on reliability and validity

Journal of Clinical Psychology ◽

10.1002/jclp.20023 ◽

2005 ◽

Vol 61 (3) ◽

pp. 347-360 ◽

Cited By ~ 41

Author(s):

Andrew M.H. Siu ◽

Daniel T.L. Shek

Keyword(s):

Problem Solving ◽

Social Problem ◽

Reliability And Validity ◽

Social Problem Solving ◽

Chinese Version ◽

The Social ◽

Initial Results

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Person-Based Social Problem Solving Among 10-, 14- and 16-Year-Olds

Journal of Relationships Research ◽

10.1017/jrr.2016.4 ◽

2016 ◽

Vol 7 ◽

Author(s):

László Kasik

Keyword(s):

Problem Solving ◽

Social Problem ◽

Social Behaviour ◽

Age Groups ◽

Social Problem Solving ◽

Cross Sectional ◽

Problem Orientation ◽

The Social ◽

Negative Problem Orientation ◽

Positive Problem Orientation

This cross-sectional research focused on social problem solving (SPS) as a field within social behaviour among Hungarian 10-, 14-, and 16-year-olds (N = 459) in connection with people who considerably affect one's SPS (mothers, fathers, teachers, peers). We used the Social Problem Solving Inventory — Revised (SPSI–R; D'Zurilla, Nezu, & Maydeu-Olivares, 2002; factors: PPO = Positive Problem Orientation; NPO = Negative Problem Orientation; RPS = Rational Problem Solving; I = Impulsivity; A = Avoidance) as a measurement. The content of the original questionnaire has not been changed; the only applied modification concerns the instruction of being person-based when filling in the questionnaire. Based on the results, mothers’ and children's opinion were quite similar in all age groups. Fathers believed that RPS and PPO are more typical, contrary to their children's standpoint (only among 16-year-olds). The teachers saw fewer differences between pupils in terms of their SPS as they spent more years together. In light of the collected data, person-based SPS differs mainly in terms of NPO and A.

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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

Journal of Human Sciences ◽

10.14687/jhs.v14i1.4275 ◽

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.

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