A study examining the effects of a training program focused on problem-solving skills for young adults

2020 ◽  
Vol 37 ◽  
pp. 100692
Author(s):  
Bora Lee ◽  
Yoonhee Lee
Keyword(s):  
Young Adults ◽  
Problem Solving ◽  
Training Program ◽  
Problem Solving Skills

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

Self-generated representations as heuristic tools for solving word problem

2019 ◽  
pp. 173-192
Author(s):  
Nina Sturm
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Training Program ◽  
Word Problems ◽  
Learning Outcome ◽  
External Representations ◽  
School Students ◽  
Problem Solving Skills ◽  
Third Grade Students ◽  
The Impact

Solving non-routine word problems is a challenge for many primary school students. A training program was therefore developed to help third-grade students to find solutions to word problems by constructing external representations (e.g., sketches, tables) and to specifically use them. The objective was to find out whether the program positively influences students’ problemsolving success and problem-solving skills. The findings revealed significant differences between trained and untrained classes. Therefore, it can be assumed that self-generated representations are heuristic tools that help students solve word problems. This paper presents the results on the impact of the training program on the learning outcome of students.

Application of a Group Training Program in Social Skills and Problem Solving to Learning Disabled and Non-Learning Disabled Youth

1982 ◽  
Vol 5 (4) ◽  
pp. 398-408 ◽  
Author(s):  
J. Stephen Hazel ◽  
Jean Bragg Schumaker ◽  
James A. Sherman ◽  
Jan Sheldon
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Negative Feedback ◽  
Juvenile Court ◽  
Skill Training ◽  
Peer Pressure ◽  
Learning Disabled ◽  
Skill Learning ◽  
Problem Solving Skills ◽  
Baseline Design

The efficacy of training learning disabled adolescents in social and problem-solving skills was evaluated by conducting a group skill-training program with three sets of youths: learning disabled adolescents attending an alternative high school, non-learning disabled youths attending the same school, and court-adjudicated youths on probation with a juvenile court. The six skills taught as part of the program included: giving positive feedback, giving negative feedback, accepting negative feedback, resisting peer pressure, negotiation, and problem solving in social situations. Training procedures consisted of skill explanation, rationales, modeling, and behavioral rehearsal with feedback. Skills were trained in a multiple-baseline design across skills. Youth performance of the skills was assessed through behavioral role-play testing using novel, nonpracticed situations. All three groups of subjects showed increased skill levels following training. On the cognitive problem-solving skill, learning disabled adolescents demonstrated only a slight gain when compared to non-learning disabled and court-adjudicated youths.

Early Development and Pilot Testing of a Problem-Solving Skills-Training Program for Children

2003 ◽  
Vol 13 (4) ◽  
pp. 432-450 ◽  
Author(s):  
James K. Nash ◽  
Mark W. Fraser ◽  
Maeda J. Galinsky ◽  
Lawrence L. Kupper
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Early Development ◽  
Skills Training ◽  
Problem Solving Skills ◽  
Pilot Testing

Applying Task-Based Learning to translator education

2015 ◽  
Vol 10 (1) ◽  
pp. 58-86 ◽  
Author(s):  
Izumi Inoue ◽  
Christopher N. Candlin
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Interpersonal Skills ◽  
Pilot Training ◽  
Problem Solving Skills ◽  
Postgraduate Students ◽  
Key Characteristics ◽  
Learner Perceptions ◽  
Translator Education ◽  
Australian Universities

This paper reports and discusses the outcomes of an innovative pilot training program using Task-Based Learning (TBL) in the context of translator education. The objectives were twofold: to investigate the extent to which the use of TBL helped novice participants develop their problem-solving skills, and to examine learner perceptions of the usefulness of TBL. The training program incorporates key characteristics of TBL, including tasks consisting of pedagogically sequenced stages, guided by the overall objective of achieving learner autonomy. In this study, six postgraduate students majoring in translation and interpreting in Australian universities participated in the program. The process and product of five tasks were evaluated by two professional translators using a set of rubrics. A series of interviews was conducted to identify learner perceptions of the usefulness of TBL. Overall, learners showed progress in recognizing differences between novices and professionals and in solving key problems. In terms of the second research objective, the learners perceived TBL to be a useful learning methodology, facilitating awareness of novice-professional differences, appreciation of the critical consequences derived from risks and problems, and development of interpersonal skills, including the discovery of new approaches to resolving translation challenges through peer interaction.

scholarly journals Extension of the Theory of Planned Behavior (TPB) to Predict Patterns of Marijuana Use among Young Iranian Adults

2020 ◽  
Vol 17 (6) ◽  
pp. 1981 ◽  
Author(s):  
Farzad Jalilian ◽  
Mehdi Mirzaei-Alavijeh ◽  
Mohammad Ahmadpanah ◽  
Shayan Mostafaei ◽  
Mehdi Kargar ◽  
...  
Keyword(s):  
Young Adults ◽  
Problem Solving ◽  
Behavioral Intention ◽  
Self Efficacy ◽  
Marijuana Use ◽  
Subjective Norms ◽  
Intention To Use ◽  
Environmental Constraints ◽  
Problem Solving Skills ◽  
Actual Use

Background: Marijuana use is increasing among adolescents and young adults. Long-term marijuana use magnifies the risk of a wide variety of behavioral, cognitive-emotional, and neurological problems, and can be a gateway to use of other drugs. In the present study, we investigated the cognitive-emotional and behavioral predictors of marijuana use. To this end, young Iranian adults answered questions based on an extended Theory of Planned Behavior (TPB) and related it to marijuana use. We hypothesized that cognitive-emotional and behavioral factors would predict intention to use marijuana, and that this, in turn, would predict actual consumption. Methods: A total of 166 young Iranian adults (mean age: 20.51 years; 15.7% females) attending a walk-in center for drug use took part in this cross-sectional study. Participants completed questionnaires covering sociodemographic information, frequency of marijuana use per week, along with questionnaires assessing the following dimensions of the TPB: attitude towards marijuana use, subjective norms, self-efficacy to resist marijuana use, environmental constraints, problem-solving skills, and behavioral intention for marijuana use. Results: Mean marijuana use was found to be 4.6 times/week. Attitude towards marijuana use, subjective norms, environmental constraints, and behavioral intention to use marijuana were positively correlated to each other and with marijuana use/week. In contrast, higher self-efficacy and problem-solving skills were associated with lower marijuana use/week. The multiple regression analysis showed that a positive attitude to marijuana use, lower self-efficacy in resisting its use, higher behavioral intention, and poorer problem-solving skills predicted actual use. Conclusion: The pattern of results suggests that dimensions of TPB can explain marijuana use among young Iranian adults self-admitted to a walk-in center for drug use. Specifically, poor problem-solving skills, low self-efficacy in resisting marijuana use, and positive labelling of its use appeared to be the best predictors of actual use. It follows that prevention programs aimed at improving problem-solving skills and raising self-efficacy, along with educational interventions aimed at highlighting the negative effects of marijuana might decrease the risk of its use among young adults in Iran.

Examining the Permanence of the Effect of a Social Skills Training Program for the Acquisition of Social Problem-Solving Skills

2009 ◽  
Vol 37 (10) ◽  
pp. 1419-1427 ◽  
Author(s):  
Esra Dereli
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Training Program ◽  
Social Problem ◽  
Social Skills Training ◽  
Skills Training ◽  
Social Problem Solving ◽  
Problem Solving Skills ◽  
Preschool Period ◽  
Experimental Group

The aim of this study was to investigate the permanence of the effect of a social skills training program for children in increasing skills relating to solving social problems and understanding others' feelings during the preschool period (children aged 6 years). A total of 55 children took part in the research (35 in the experimental group and 20 in the control group). A social skills training program was taught to the children in the experimental group for 2 hours a week over 22 weeks and it was found that it significantly affected their social problem-solving skills and understanding of others' feelings. Results of posttest scores of the children and their scores after 1 year indicated that the Social Skills Training Program for Children maintains its effects.

Sign in / Sign up

Export Citation Format

Share Document