Social problem solving among disadvantaged and non-disadvantaged students

Abstract

The aim of the cross-sectional study was to examine the differences of social problem solving and to investigate the relationship between social problem solving and family background among 12-, 14- and 16-year-old disadvantaged and non-disadvantaged students (N=382) in a Hungarian context. The questionnaire of social problem solving (SPS factors: positive and negative problem orientation, rationality, impulsivity, avoidance) was adapted (SPSI–R:S, D’Zurilla, Nezu and Maydeu-Olivares, 2002), and we examined family background with our own variables. The questionnaire had good reliability (Cronbach-α values are above .84). Besides children’s own evaluations, teachers also evaluated the functioning of SPS (with the same questionnaire). On the basis of the total values (means of the raters), the difference between disadvantaged and non-disadvantaged students is significant in all the three age groups in the case of negative orientation. The difference is significant in the case of impulsivity at the age of 12, in the case of avoidance at the age of 14, in the case of rationality and avoidance at the age of 16. According to the results of regression analyses for SPS factors, the free time activities in family and books in home have a low effect on the factors in all age groups, and the factors are influenced the most by family type and mothers’ and fathers’ educational level. On the basis of SPS factors, the effects of mothers’ and fathers’ educational level are different: mothers influence more significantly avoidance, impulsivity and negative orientation. However, fathers have a more considerable effect on positive orientation and rationality. In the case of disadvantaged students, both parents’ educational level has greater effect on impulsivity and avoidance than in the case of non-disadvantaged students in every age group. On the one hand, results can show a lot of new information about disadvantaged students, which can support the development of a school program, on the other hand they point out the necessity of further examinations.