Development of social problem-solving - two longitudinal studies

Abstract

The aim of the studieswas to shed light on changes in social problem-solving (SPS) among 12–14-year-olds(N=180) and 14–16-year-olds (N=149). Apart from self-assessment, adolescents were evaluated by mothers and teachers, thus allowing for ananalysis of their opinions and of the ways in which family variablesinfluence SPS at different ages. The SPSI–R (D’Zurilla et al., 2002) was used, and the following factors were considered: positive problem orientation, negative problem orientation, rational problem-solving, impulsivity and avoidance. According to the results, there were no significant differences for any of the factors among 14-year-olds in either investigation;it was thus possible to interpret the results together. Mother-child ratings werethe strongest; teacher-parent ones were the weakest. Negative problem orientationbecamemore characteristic of students, and positive problem orientationdecreased. Impulsivitywas already high in the first year of the study and remainedso throughout. Rationality and avoidancedisplayedan increasing tendency. Negative problem orientation and impulsivityare mostly accounted for by mothers’ education, while rationality and positive problem orientation are explained by that of fathers. Family structure has a high explanatory value.