Effects of narcissistic personality traits on university students’ social problem solving ability and interpersonal relationship

2018 ◽  
Vol 9 (9) ◽  
pp. 712
Author(s):  
Hyeon-Gyeong Yoo ◽  
Sung-Joo Park
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Personality Traits ◽  
Social Problem ◽  
Interpersonal Relationship ◽  
Social Problem Solving ◽  
Narcissistic Personality

Predicting social problem solving using personality traits

2011 ◽  
Vol 50 (2) ◽  
pp. 142-147 ◽  
Author(s):  
Thomas J. D’Zurilla ◽  
Alberto Maydeu-Olivares ◽  
David Gallardo-Pujol
Keyword(s):  
Problem Solving ◽  
Personality Traits ◽  
Social Problem ◽  
Social Problem Solving

Relationship of Social Problem-Solving Ability with Interpersonal Relationships: A Prospective Study among Japanese Women and Men

2012 ◽  
Vol 111 (3) ◽  
pp. 929-937 ◽  
Author(s):  
Katsunori Sumi
Keyword(s):  
Problem Solving ◽  
Interpersonal Relationships ◽  
Social Problem ◽  
Short Form ◽  
Interpersonal Relationship ◽  
Social Problem Solving ◽  
Problem Solving Skills ◽  
Partial Correlations ◽  
A Prospective Study ◽  
Relationship Of

The present study of a Japanese sample used a prospective approach to examine the relationship between self-rated social problem-solving ability and quality of interpersonal relationships. The Japanese versions of the Problem-Solving Self-Efficacy Scale, Problem-Solving Skills Scale, and the Interpersonal Relationship Inventory short form were administered to 139 female and 148 male Japanese college students, who participated in two sessions separated by 6 wk. (Time 1 and Time 2). Partial correlations controlling for scores on the interpersonal relationship scales at Time 1 indicated that self-ratings of social problem-solving ability were correlated with aspects of interpersonal relationships assessed at Time 2, and this relationship was stronger for men (five of six correlations were significant) than for women (two of six correlations were significant).

scholarly journals 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

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.

scholarly journals The Influence of Smartphone Addiction, Personality Traits, Achievement Motivation on Problem-solving Ability of University Students

2022 ◽  
Vol 2 (1) ◽  
pp. 05-16
Author(s):  
Yaozong Ran
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Personality Traits ◽  
Achievement Motivation ◽  
Significant Negative Correlation ◽  
Social Problem Solving ◽  
Hierarchical Regression ◽  
Smartphone Addiction ◽  
Short Version ◽  
The Social

This study aimed to analyze the relations between smartphone addiction, personality traits, achievement motivation and problem-solving ability and explore the influence of smartphone addiction, personality traits, achievement motivation on university students' problem-solving ability. 682 students (male = 227, female = 455) from a Chinese public university participated in the research voluntarily. Data were collected by the short-version of the smartphone addiction scale, the ten-item personality inventory, the achievement motives scale, and the social problem-solving inventory. The correlations and multiple hierarchical regression analysis were used to analyze the data. The results were as follows: Firstly, it was found that there was a significant negative correlation between smartphone addiction and achievement motivation and problem-solving ability, a significant positive correlation between achievement motivation and problem-solving ability, and a significant correlation between the factors of personality traits and smartphone addiction and problem-solving ability respectively. Secondly, it was found that emotional stability of personality traits, smartphone addiction and the "fear of failure" sub-dimensions of achievement motivation significantly explained problem-solving ability. Based on these research results, some suggestions were given for the improvement of the educational field.

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