“We can work it out”: positive problem solving as a mediator between perspective-taking and relationship satisfaction among college students

A computerized problem-solving task was employed to study the relationships among problem-solving behaviors and learning styles. College students made choices to find their way home in a simulated “lost in the woods” task and wrote their. reasons at each choice point. Time to read relevant information and time to make decisions were measured by the computer clock. These variables were correlated with learning style variables from Schmeck's (1977) questionnaire. The findings indicated that subjects who perceived themselves as competent learners take more time on the problem-solving task, use more information and make fewer wrong choices.

Download Full-text

Attachment, Infidelity, and Loneliness in College Students Involved in a Romantic Relationship: The Role of Relationship Satisfaction, Morbidity, and Prayer for Partner

Contemporary Family Therapy ◽

10.1007/s10591-013-9289-8 ◽

2013 ◽

Vol 36 (3) ◽

pp. 333-350 ◽

Cited By ~ 11

Author(s):

M. Graça Pereira ◽

Ebru Taysi ◽

Fatih Orcan ◽

Frank Fincham

Keyword(s):

College Students ◽

Relationship Satisfaction ◽

Romantic Relationship

Download Full-text

iNoVATE Expansion Project Summative External Evaluation Report

10.52012/ukxb1595 ◽

2020 ◽

Author(s):

Angelicque Tucker Blackmon

Keyword(s):

College Students ◽

Community College ◽

Problem Solving ◽

Community College Students ◽

External Evaluation ◽

Evaluation Report ◽

Innovative Curriculum ◽

The Impact

This is a summative report of three years of data collected to assess the impact of an innovative curriculum on community college students' perceptions of their problem-solving abilities.

Download Full-text

The Influence of Challenge Course Participation on Moral and Ethical Reasoning

Journal of Experiential Education ◽

10.1177/105382590202500205 ◽

2002 ◽

Vol 25 (2) ◽

pp. 278-280 ◽

Cited By ~ 9

Author(s):

Carol A. Smith ◽

Sharon E. Strand ◽

Camille J. Bunting

Keyword(s):

College Students ◽

Problem Solving ◽

University Students ◽

Moral Reasoning ◽

Ethical Reasoning ◽

Defining Issues Test ◽

Control Group ◽

Challenge Course ◽

Significant Difference ◽

The Impact

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject. The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84). The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.

Download Full-text