Conceptual and methodological issues in social problem-solving assessment

D’Zurilla, Thomas J.; Maydeu-Olivares, Alberto

doi:10.1016/s0005-7894(05)80091-7

Cited by 198 publications

(134 citation statements)

References 51 publications

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“…Social problem-solving is the self-directed cognitive-behavioural process by which a person determines ways of dealing with problematic situations in everyday life (Chang & D'Zurilla, 1996;D'Zurilla & Goldfried, 1971), and it is formed as a conscious, rational and purposeful activity (D'Zurilla & Maydeu-Olivares, 1995). According to the social problem-solving model (D'Zurilla & Goldfried, 1971;D'Zurilla & Nezu, 1982), social problemsolving ability comprises two general, partially independent components: (a) problem orientation and (b) problem-solving style.…”

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confidence: 99%

Personality and Social Problem-Solving: The Mediating Role of Self-Esteem

2015

EDUC SCI-THEOR PRACT

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The purpose of the present study was to examine direct and indirect relationships among personality, selfesteem and social problem-solving, as well as the mediating role of self-esteem in the link between personality and social problem-solving among Turkish youth. The study utilized a cross-sectional design comprising several self-reports. Data for the present study were collected from 687 undergraduate students. The participants included 428 (66%) females and 220 (34%) males, and their ages ranged from 18 to 35years, with a mean of 22.46 years (SD = 2.45). Findings illustrated that extraversion, openness, conscientiousness, agreeableness and self-esteem were significantly and positively correlated with social problem-solving, whereas neuroticism showed a negative correlation. Self-esteem is significantly and positively associated with extraversion, openness, conscientiousness, agreeableness and social problem-solving, and it appears to act as a mediator in the relationship between personality and social problem-solving. The findings indicated that personality and selfesteem directly affected social problem-solving, and personality also indirectly affected social problem-solving through self-esteem. In conclusion, personality and self-esteem were found to be significantly related to social problem-solving among Turkish youth.

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confidence: 99%

Personality and Social Problem-Solving: The Mediating Role of Self-Esteem

2015

EDUC SCI-THEOR PRACT

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“…In specific, Vygotsky [51][52][53] which originally introduced the term inner speech, argued that private speech is a form of thinking, problem-solving, and self-regulation and hypothesizes that egocentric speech turns into inner speech and does not ''fade away'' but, instead, ''goes underground'' . Piaget [25] which originally introduced the term egocentric speech, argued that private speech lacks a target person and believes that egocentric speech simply ''fades away'' as the child becomes less egocentric and more socialized.…”

Section: Various and Different Critiques On The Previous Workmentioning

confidence: 99%

“…On one hand, Piaget believed that inner-interaction (i.e., selfregulation) is promoted by giving children extensive opportunities to make choices and decisions, to make rules by which they will regulate themselves. Piaget [24,25] also believed that inner-interaction is psychological presented from early infancy in the child's equilibration of actions, regulation by others does not have to come before innerinteraction (i.e., self-regulation) in a specific task and argued that regulation by others hinders the development of inner-interaction (i.e., self-regulation). Vygotsky (1978Vygotsky ( , 1986Vygotsky ( /1934Vygotsky ( , 1987Vygotsky ( /1934, on the other hand, believed that in-ner-interaction (i.e., self-regulation) is behavioral appears after and as a result of regulation by others in a specific task and promoted by external regulators (i.e., regulation by others does NOT hinders the development of inner-interaction).…”

Section: The Rational Of the Aginian's View (Vygotskyian Vs Piagetiamentioning

confidence: 99%

“…However, both branches still rely on offering children external intervention (regulation/instructions) and guidance either before/ during/after progression despite the fact that Piaget [24,25] argued that regulation by others hinders the development of self-regulation (i.e., inner-interaction). According to Piaget's theory, in order to adopt the…”

Section: Introductionmentioning

confidence: 99%

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Towards Understanding Human-Media Interaction: The Effect of the Young Users' Responses on Detecting the Symptomatology of Developmental Problems during Learning Tasks through Digital- Playground®

Am¹

2015

Int J Sch Cog Psychol

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The present study was mainly conducting to explore the effect of the young users' responses on detecting the symptomatology of developmental problems during learning tasks through Digital-Playground®. This is especially when the young users act alone and without any sign of Human-Human Interaction (HHI) either before, during, or after learning process. The material was an isolated, computer-based learning environment that acts as a standalone learning environment and used by hundred preschool young users. The participants were randomly selected from ten preschools without revising their medical files.In contrast with the previous work, the participants were distributed and classified by the system itself during progression in three essential groups. The results showed that the young users' response can be used to detect the natural development of inner-interaction and the symptomatology of the young users' developmental problems during learning tasks. The main conclusion was that, the young users followed three paradoxical views of cognitive development during learning tasks and the young users, themselves, can be diagnostic during learning tasks in which the natural development inner-interaction was fluctuated among three paradoxical views. To our knowledge so far, the results and conclusion have never seen in the literate before.

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“…Effective problem solving requires various skills such as general problem orientation, the definition and formulation of the problem, the generation of alternatives, decision making and the implementation of the selected solution (D'Zurilla & Maydeu-Olivares, 1995). Empirical evidence suggests that women with BED do have impairments at several stages of the problem solving process.…”

Section: Introductionmentioning

confidence: 99%

Overgeneral Memory in Binge Eating Disorder is Linked to Binge Frequency

Svaldi

Ababneh

Trentowska

et al. 2011

Journal of Experimental Psychopathology

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Research on memory biases in binge eating disorder (BED) has primarily analyzed the content of disorder specific thoughts such as memory for eating, shape and weight related words. By investigating recall of autobiographical memories (AM) in individuals with BED, this study primarily focused on recollection strategies. Such strategies include individuals' number of recalled specific and categoric AM on the autobiographical memory test (AMT) and have previously been shown to be implicated in the maintenance of emotional disorders. Thirty women with BED and 24 overweight healthy controls (HC) were compared on the AMT with six positively and six negatively valenced cues. Women with BED retrieved more categoric memories and produced more omissions to positively valenced cues than HC. There was also a significant and positive correlation of categoric memories and binge frequency, suggesting that overgenerality may function as a maintenance factor of eating pathology in BED.

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Conceptual and methodological issues in social problem-solving assessment

Cited by 198 publications

References 51 publications

Personality and Social Problem-Solving: The Mediating Role of Self-Esteem

Personality and Social Problem-Solving: The Mediating Role of Self-Esteem

Towards Understanding Human-Media Interaction: The Effect of the Young Users' Responses on Detecting the Symptomatology of Developmental Problems during Learning Tasks through Digital- Playground®

Overgeneral Memory in Binge Eating Disorder is Linked to Binge Frequency

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