Problem-Solving Skills

Objectives: One of the major complaints of addicts in withdrawal period is their malady and boredom. This study aims to examine the effectiveness of problem solving skills on happiness of addicts to methamphetamine in Tehran city. Method: Using a semi-experimental design and multistage cluster sampling method, 36 addicts were randomly selected and assigned to the experimental and control groups. Both groups filled Oxford Happiness Questionnaire in the pre-test, posttest and after three-month follow up. The participants of the experimental group were taught problem solving skills. Covariance and variance analysis with repeated measurement of Bonn-Ferny test were conducted to analyze the data. Result: Considering the presence of ETA square (0.28), it can be concluded that the experimental intervention led to changes in the treatment group that resulted in 0.28 total changes due to the intervention. We can say that with 99% confidence, there is a statistically significant difference between the mean of the study groups in the three intervention stages. Conclusion: Training problem solving skills is effective in increasing happiness level of addicts to methamphetamine. Keywords: problem solving skills, happiness, methamphetamine, addicts

Critical thinking is one of the main functions of education and it is considered as learners’ use of prior knowledge to make judgments and solve problems. This study aimed, firstly, to examine the relationship between university EFL teachers’ critical thinking tendencies and their problem-solving skills, and secondly, to explore the prediction of university EFL teachers’ critical thinking tendencies by problem-solving skills, gender, and teaching experience. The study was designed in a correlational survey method. In total, 70 university EFL teachers (35 males and 35 females), from Azad and Payame Noor universities located in Isfahan and Ilam provinces teaching undergraduate students majoring in English, participated in this research. Data were collected via the California Critical Thinking Disposition Inventory and the Problem-Solving Inventory. The collected data were analyzed using descriptive statistics, the Pearson Product-Moment Correlation Coefficient, and stepwise regression analysis. The relationship between critical thinking tendencies and problem-solving skills was investigated through the Pearson Product Moments Correlation Coefficient, and stepwise regression analysis was run to determine whether university EFL teachers' problem-solving skills, gender, and teaching experience can significantly predict their critical thinking tendencies. The findings indicated that there was a positive, moderate, and significant relationship between university EFL teachers' problem-solving skills and their critical thinking tendencies, while there was no significant difference according to gender. In terms of teaching experience, the correlation coefficient for novice teachers showed a weak, positive, and non-significant relationship, yet the correlation coefficient for experienced teachers indicated a moderate, positive, and significant relationship. This study has both theoretical and practical implications for EFL teachers, practitioners, learners, and policymakers.  

This study aims to investigate the predictive value of emotional maturity and problem-solving skills on neurobehavioral functioning in adolescents with autism. A cross-sectional design was employed, involving 282 adolescents aged 12-18 diagnosed with autism spectrum disorder (ASD). Participants were assessed using the Behavior Assessment System for Children, Second Edition (BASC-2) for neurobehavioral functioning, the Emotional Maturity Scale (EMS), and the Social Problem-Solving Inventory-Revised (SPSI-R). Pearson correlation analysis and linear regression were conducted using SPSS version 27 to examine the relationships and predictive power of emotional maturity and problem-solving skills on neurobehavioral functioning. Descriptive statistics revealed mean scores of 78.54 (SD = 10.37) for neurobehavioral functioning, 84.29 (SD = 12.51) for emotional maturity, and 81.75 (SD = 11.68) for problem-solving skills. Pearson correlation showed significant positive correlations between neurobehavioral functioning and emotional maturity (r = 0.45, p = 0.001), and problem-solving skills (r = 0.38, p = 0.005). Regression analysis indicated that emotional maturity (B = 0.32, p = 0.001) and problem-solving skills (B = 0.29, p = 0.005) significantly predicted neurobehavioral functioning, explaining 27% of the variance (R² = 0.27). The study demonstrates that higher levels of emotional maturity and problem-solving skills are associated with better neurobehavioral functioning in adolescents with autism. These findings underscore the importance of incorporating emotional and cognitive skill development in interventions to enhance neurobehavioral outcomes for this population. Future research should adopt longitudinal designs to explore these relationships over time and include diverse populations for broader applicability.

Objective: The purpose of this study was to compare the effectiveness of problem-solving skills training based on the theories of Tolman and Bandura on the problem-solving styles of middle school students. Methods: The research method was quasi-experimental. The population consisted of all female first-year middle school students in Hamadan, with a sample size of 75 students (three groups of 25), selected through multi-stage cluster sampling. The D'Zurilla, Nezu, and Maydeu-Olivares problem-solving questionnaire (2000) was used for data collection. Problem-solving training sessions based on Tolman's theory followed a protocol provided by Tolman (1932), and those based on Bandura's theory followed a protocol by Bandura (1999), conducted over eight 60-minute weekly sessions for two months. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and the Scheffé post hoc test. Findings: There were differences in the impact of training based on these theories on students' problem-solving styles (P < .01). Training based on Tolman's theory was more effective in reducing the use of negative and impulsive problem-solving styles compared to training based on Bandura's theory (P < .01). Conclusion: These trainings increased the use of positive and logical orientation styles and decreased the use of negative, avoidant, and impulsive styles among students.

Objective: This study aimed to investigate marital satisfaction based on father involvement in parenting, problem-solving skills, and cognitive emotion regulation through emotional empathy in mothers of children with cerebral palsy. Methods: The research design was descriptive-survey and used a structural equations approach. The statistical population included 148 mothers of children with cerebral palsy in the city of Rasht in 2022. Using a census and purposive sampling method, all 148 individuals were selected as the sample. Data were collected using the ENRICH Marital Satisfaction Questionnaire, Alabama Parenting Test (Parent Form), Family Problem-Solving Questionnaire, Emotion Regulation Questionnaire, and Emotional Empathy Questionnaire. Data analysis was performed using SPSS (version 28) and Lisrel (version 10). Findings: The findings showed a direct relationship between father involvement in parenting, problem-solving skills, cognitive emotion regulation, and emotional empathy with marital satisfaction (p ≤ .01). An indirect relationship was also found between father involvement in parenting, problem-solving skills, and cognitive emotion regulation through the mediation of emotional empathy with marital satisfaction (p ≤ .01). Conclusion: To alleviate or reduce the burden on mothers of children with cerebral palsy, fathers must actively participate in parenting. This collaboration enables both parents to solve problems and control negative emotions while supporting each other with a high level of emotional empathy, thereby fostering and enhancing marital satisfaction.