Problem Solving Styles

This study aimed to investigate mindfulness's effectiveness on the problem-solving styles of secondary school students of Garmsar city. The statistical population of this research was all second-year high school students of Garmsar city in the academic year 2022-2023. The sample included 341 students who were selected by random cluster sampling. The research tools included a standard questionnaire on mindfulness and a questionnaire on problem-solving styles. The data was analyzed by Lisrel and SPSS software. Considering that the effect of the mediator variable is considered, structural equation modeling was used for data analysis. The results showed that the five components of observation, description, action, awareness, non-judgment, and non-reaction affected the problem-solving styles of secondary school students of Garmsar city. Based on the obtained results, mindfulness can affect problem-solving techniques. Based on the obtained results, mindfulness can influence problem-solving styles. Therefore, the results of this study can have important implications in the field of education, such as the effectiveness of mindfulness on problem-solving for educational professionals.

Objective: The present study aimed to investigate the effect of ACT training on mental disturbances, psychological capital, and problem-solving styles in female prisoners of Urmia City in 2022. Methods:  A semi-experimental design was used for the pre-test-post-test and follow-up (two months) with a control group. 40 participants were selected by purposive sampling and divided into two groups of 20 people, experimental and control. The experimental group was trained in 10 sessions of 90 minutes. Anxiety, stress, and depression questionnaires DASS-21, Loutans et al.'s psychological capitals (PCQ-24), and Cassidy and Long's problem-solving styles (PSS-24) were filled in three time stages. The data were analyzed using the statistical method of variance analysis with repeated measures. Results: The effectiveness of training (ACT) was stable on all three dependent variables. ( p <0.01)  There was a significant difference between the research groups in the mean scores of psychological disturbance, psychological capital, and problem-solving styles at the stage (pre-test, post-test, and follow-up). There was a significant difference between the research groups in all three dependent variables. ( p <0.05). Conclusion: Based on the findings, current research considers it possible to treat these people with ACT training in the prison environment.