Perceived Problem-Solving Skills and Drinking Patterns among College Students

The cognitive social-learning-theory literature on alcohol abuse points to failure to generate appropriate alternative behaviors to drinking as a major predictor of relapse to drinking. Viewing drinking as a continuous variable, ranging from abstinence to abuse, it should be possible to demonstrate a relationship between problem-solving abilities and drinking patterns. The hypothesis that individuals' perceived problem-solving skills are related to their pattern of alcohol use was examined. It was expected that poorer perceived problem-solving skills would be related to maladaptive use of alcohol in response to problem situations. 192 students in Introductory Psychology at a midsized southern university participated. Each subject completed questionnaires assessing frequency and quantity of alcohol use, and stimuli associated with the onset of drinking. The Problem-solving Inventory was used to measure perceived problem-solving skills. Drinking pattern variables were formed by factor analysis. Canonical correlation analysis of the data supported the hypotheses. Students with lower confidence in problem-solving capabilities reported greater use of alcohol to cope with negative emotions and to escape from responsibilities than students with high confidence in their abilities. Amount of alcohol consumed was not related to problem-solving skills.

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Implementing the Standards: Incorporating Mathematical Modeling into the Curriculum

Mathematics Teacher ◽

10.5951/mt.84.5.0358 ◽

1991 ◽

Vol 84 (5) ◽

pp. 358-365

Author(s):

Frank Swetz

Keyword(s):

Mathematical Modeling ◽

Problem Solving ◽

Original Problem ◽

Problem Situation ◽

Multistage Process ◽

Problem Solving Skills ◽

Evaluation Standards ◽

Problem Situations ◽

Real World Problem ◽

The Impact

In suggesting plans of action for the reform of mathematics education in North America, NCTM reports have focused strongly on the need to improve problem-solving skills and the need to “do” mathematics. Most recently, these goals have been reiterated and clarified in Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). In discussing the impact of Standard 1: Mathematics as Problem Solving on students in grades 9-12, the report notes that students should be able to “apply the process of mathematical modeling to real-world problem situations” (p. 137). By using the phrase “apply the process of mathematical modeling,” the authors of this standard were most precise in their language. Mathematical modeling is a process and must be taught as a process. Certainly mathematical modeling involves problems, but it should not be considered as merely a collection of interesting problems and solution schemes. More important, modeling is a multistage process that evolves from the identification and mathematical articulation of a problem through its eventual solution and the testing of that solution in the original problem situation. The challenge for teachers is to understand this process of mathematical modeling and to apply it effectively in problem solving.

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Focus on the Structure of the Problem in Enrichment or Acceleration Programming for the Gifted and Talented

Gifted Education International ◽

10.1177/026142949200800304 ◽

1992 ◽

Vol 8 (3) ◽

pp. 139-145 ◽

Cited By ~ 2

Author(s):

Robert J. Kirschenbaum

Keyword(s):

Problem Solving ◽

Gifted And Talented ◽

Gifted Education ◽

Integrated Approach ◽

Large Impact ◽

Enrichment Programs ◽

Problem Solving Skills ◽

Problem Situations ◽

School And Community ◽

Structured Problems

The problem situations that students encounter in acceleration and enrichment programs for the gifted and talented have a potentially large impact on the development of their problem-solving ability. The acceleration approach as described by Stanley and Benbow (Benbow, 1979; Stanley, 1979) requires students to concentrate on learning the algorithms and strategies necessary for solving “well-structured” problems that are presented to them by an instructor. The enrichment approach of Renzulli and Reis (Renzulli, 1977; Renzulli and Reis, 1985) encourages students to discover problem situations in their school and community and maintains a much greater expectation that students will formulate projects based on “ill-structured” problems. It is concluded that students may practise and thereby learn mutually exclusive problem-solving skills and strategies through involvement in either acceleration or enrichment programs, so an integrated approach to gifted education is advocated on theoretical grounds.

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Effects of a Negative Social Experience on the Emotional and Social-Cognitive Responses of Aggressive-Rejected Children

Perceptual and Motor Skills ◽

10.2466/pms.1989.69.2.371 ◽

1989 ◽

Vol 69 (2) ◽

pp. 371-382 ◽

Cited By ~ 8

Author(s):

Frank Vitaro ◽

Daniel Pelletier ◽

Sylvain Coutu

Keyword(s):

Problem Solving ◽

Social Problem ◽

Social Cognitive ◽

Social Problem Solving ◽

Cognitive Responses ◽

Problem Solving Skills ◽

Problem Situations ◽

The Social ◽

Group 2 ◽

Group 1

Social problem-solving skills of aggressive-rejected children are usually assessed through hypothetical situations in a neutral setting where little or no reference is made to the emotional aspects. The aim of this study was to evaluate the social problem-solving skills of 57 aggressive-rejected (Group 1) and 57 prosocial-popular (Group 2) children of both sexes in Grades 1 and 2 by using as problem situations what happened in standardized provocations involving them with a trained peer-accomplice. An individual interview, aimed at disclosing emotions felt during the provocations, intentions attributed to the accomplice and possible reactions if confronted again with the same provocations, was conducted immediately after the session for half the subjects of each group. The other subjects were interviewed after a 10-min. delay. Analysis showed that Group 1 subjects would be less verbally assertive than Group 2 subjects if confronted again with the same provocations. The first graders from Group 1 also attributed fewer positive intents to the author of the provocations than Group 2 classmates. Second graders of both groups attributed more negative and fewer positive intents to the peer-accomplice when the interview immediately followed the provocations than when it was delayed. Similarly, second grade boys interviewed right away were more prone to use physical and verbal retaliation if the provocations were to happen again. These results highlight the influence of emotions on the social reasoning skills of aggressive-rejected and nonaggressive-nonrejected children.

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Developing mathematical problem solving skills

Journal of Computer Assisted Learning ◽

10.1046/j.1365-2729.1998.144066.x ◽

1998 ◽

Vol 14 (4) ◽

pp. 278-291 ◽

Cited By ~ 2

Author(s):

B. Abidin ◽

J.R. Hartley

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Problem Solving Skills

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Assessing Collaborative Behavior in Students

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000329 ◽

2016 ◽

Vol 32 (1) ◽

pp. 52-60 ◽

Cited By ~ 4

Author(s):

Katarina Krkovic ◽

Sascha Wüstenberg ◽

Samuel Greiff

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Seventh Graders ◽

Computer Assisted ◽

Personality Tests ◽

Problem Solving Skills ◽

Knowledge Application ◽

Computer Agent ◽

Collaborative Behavior ◽

Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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