Determining the Impact of an Intervention to Increase Problem-Solving Skills in Diabetes Self-Management: The Diabetes Problem-Solving Passport Pilot Study

2012 ◽  
Vol 36 (4) ◽  
pp. 199-203 ◽  
Author(s):  
Pieter Agema ◽  
Diana Sherifali
Keyword(s):  
Pilot Study ◽  
Problem Solving ◽  
Self Management ◽  
Problem Solving Skills ◽  
The Impact

scholarly journals The Effect of Music Therapy on Problem-Solving Skills

2016 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Zeinab Sirous Jahedi ◽  
Nasser Amini Khoi
Keyword(s):  
Problem Solving ◽  
Music Therapy ◽  
Sampling Method ◽  
Average Score ◽  
Control Group ◽  
Problem Solving Skills ◽  
Statistical Population ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact

<p>The aim of the present research was study of the impact of music therapy on problem-solving skills of 4 to 6 years old children in Tehran. This research was a quasi-experimental study with pretest-posttest control group. The statistical population was all 4 to 6 years old children in region 2 of Tehran. Using the random sampling method, the study sample was chosen in two experiment (15 individuals) and control (15 individuals) groups.   The experiment group received 12 sessions of music therapy and the control group was waiting for treatment meanwhile. To evaluate the problem-solving skill in children, the three subscales of Wechsler’s Preschool and Primary Scale of Intelligence (WPPSI) were used, including: mazes, cubes and arithmetic.  Analysis of data obtained from the questionnaires was conducted in two parts of descriptive and inferential. The data analysis indicated the significant increase of problem-solving average score of the experiment group compared to the control group.</p>

The Effects of Grouping, Self Esteem, and Locus of Control on Microcomputer Performance and Help Seeking by Mildly Handicapped Students

1987 ◽  
Vol 3 (4) ◽  
pp. 443-460 ◽  
Author(s):  
Merith A. Cosden ◽  
Judy P. English
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Help Seeking ◽  
Personal Characteristics ◽  
Self Esteem ◽  
Problem Solving Skills ◽  
Math Problem Solving ◽  
Performance Accuracy ◽  
Instructional Literature ◽  
The Impact

The impact of grouping, learning handicap, locus of control, and self esteem on students' performance on a math problem-solving program was assessed in two studies. Outcome measures included: 1) the level of difficulty at which students selected to work, 2) use of a program help command, and 3) response accuracy with and without help. Despite indication from the non-computer instructional literature that grouping would facilitate problem-solving skills for some students, neither problem selections nor performance accuracy varied as a function of group configuration. Personal characteristics influenced problem selections, help seeking, and accuracy in anticipated directions but not consistently. More consistent patterns were noted as a function of initial student competency in math.

scholarly journals Coping Strategies in Patients with Schizophrenia at Naimata Mental Hospital

2020 ◽  
Vol 2 (2) ◽  
pp. 97-109
Author(s):  
Generosus Magnum Marianus Haman ◽  
Tadeus A.L Regaletha ◽  
Dominirsep O Dodo
Keyword(s):  
Problem Solving ◽  
Coping Strategies ◽  
Mental Hospital ◽  
Healing Process ◽  
Cognitive Domain ◽  
Problem Solving Skills ◽  
Medical Diagnoses ◽  
Inpatient Ward ◽  
Motivational Support ◽  
The Impact

Schizophrenia is one of the most common medical diagnoses of mental disorders and is a severe mental disorder that is influenced by biological, psychological and environmental factors. Schizophrenics have cognitive and behavioral disorders, so they have difficulty in determining appropriate coping. Koping is meant a process in order to change the cognitive domain and or behavior constantly to regulate and control external and internal demands and pressures. The purpose of this study was to determine coping strategies in schizophrenia the maintenance stage patients in the inpatient ward of the Naimata Kupang mental hospital. This type of research is descriptive research with a quantitative approach. The population in this study were 70 patients with Schizophrenia. The sample in this study were 30 patients with schisophrenia. The results obtained are that there is no impact from physical health and education on the application of coping strategies to Schizophrenia patients. The impact of positive beliefs (Emotion Focused Coping), problem solving skills (Problem Focused Coping), social and occupational support or socioeconomic status on the application of coping strategies to schizophrenia patients. The type of Emotion Focused Coping used is the highest type of Distancing and the Escape-Avodiance type while for the type of use of Problem Focused Coping there are Confrontative-Coping, Planfull Problem Solving and Seeking Social Support. Hospitals and families are expected to always provide support to patients both in the form of verbal and non verbal, material, and motivational support to be able to support the healing process of schizophrenic patients.  

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

2018 ◽  
Vol 70 (4) ◽  
pp. 319-334 ◽  
Author(s):  
Adrie A. Koehler ◽  
Peggy A. Ertmer ◽  
Timothy J. Newby
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Cognitive Levels ◽  
Design Skills ◽  
Based Instruction ◽  
The Impact ◽  
Active Facilitator ◽  
Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

scholarly journals Ability to Deal with it: Self-Management and Problem-Solving Skills, Motivation and Routines Helped High-School Students During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Liena Hačatrjana ◽  
Keyword(s):  
High School Students ◽  
Distance Learning ◽  
Problem Solving ◽  
Goal Orientation ◽  
Quantitative Methods ◽  
Well Being ◽  
Self Management ◽  
Management Skills ◽  
School Students ◽  
Problem Solving Skills

As the COVID-19 pandemic unfolded, more than 1.5 billion students worldwide started learning remotely, and they faced a range of challenges: a lack of immediate support from teachers, problems with technology, psychological well-being and difficulties in independently coping with their duties. The aim of this study was to understand what helped students cope with distance learning and what hindered and made it difficult for students, as well to examine students’ self-assessed problem-solving and self-management skills. Qualitative and quantitative methods were used in the study with 358 students aged M = 16.65 years. Participants answered two open-ended questions and filled the Problem-Solving Questionnaire and the Metacognitive Awareness Scale. Content analysis of students’ answers shows that most frequently students’ goal-orientation, determination to succeed, diligence and specific routines helped them deal with the distance learning. On the contrary, lack of motivation (among other psychological difficulties), distractions, lack of routines, and felt pressure to manage all school tasks were most frequently the aspects that hindered students from coping with the distance learning. Results show significant correlation between most scales of self-assessed problem solving and self-management skills. Students with higher result in total score of self-reported problem-solving skills felt less stress about the distance learning and the pandemic in general.

scholarly journals The Effect of Psychodrama on Women's Codependence, Self-Realization and Problem Solving Skill Perception

2021 ◽  
Vol 10 (1) ◽  
pp. 59-73
Author(s):  
Yağmur Ulusoy ◽  
Bircan Kırlangıç Şimşek
Keyword(s):  
Public Education ◽  
Problem Solving ◽  
Study Data ◽  
Study Group ◽  
Test Technique ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Self Actualization ◽  
The Impact ◽  
Dependent Samples

The aim of the present study was to investigate the impact of psychodrama on the codependency, self-actualization and problem-solving skills of women attending Public Education Center Tailoring Courses. The study was conducted with the quasi-experimental design based on the pretest-posttest model with an experimental group. Fifteen volunteering women attending tailoring courses at Malatya Battalgazi District Public Education Center during the 2015-2016 academic year participated in the study. The study data were collected with the Composite Codependency Scale, Health-Promoting Lifestyle Profile, and Problem-Solving Inventory. These three scales were applied to the study group before the application. After the pre-test, a psychodrama group study that included 18 sessions was conducted with eight women in the study group. At the end of the application, the scales were applied as post-test measurements to the study group. To test the effectiveness of the experimental process, the dependent samples t test technique was used. The comparison of the study group pretest and posttest scores revealed a significant difference between pretest and posttest self-actualization scores; however, there was no significant difference between codependency, interpersonal control, self-sacrifice, suppression of emotions, and problem-solving skill perception pretest and posttest scores. Thus, it was observed that psychodrama had a significant effect on the improvement of the self-actualization levels of participating women; however, it did not have a significant effect on the reduction of their negative perceptions about problem-solving skills and codependency levels.

scholarly journals Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

2020 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Munifah Munifah ◽  
Windi Septiyani ◽  
Indah Tri Rahayu ◽  
Rahmi Ramadhani ◽  
Hasan Said Tortop
Keyword(s):  
Problem Solving ◽  
Design Method ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Sample Test ◽  
Problem Solving Process ◽  
The Impact

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

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