scholarly journals Problem Solving Style, Perceived Burdensomeness and Suicide Ideation among College Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Akansha Gautam
Keyword(s):  
Problem Solving ◽  
Suicidal Ideation ◽  
Undergraduate Students ◽  
Suicide Ideation ◽  
Personal Control ◽  
Perceived Burdensomeness ◽  
Problem Solving Skills ◽  
Ideation Methods ◽  
Approach Avoidance ◽  
Three Components

Objectives: Recent evidence suggests that suicidal ideation is increasing among college going students, it is essential to upsurge our knowledge concerning the etiology of suicidal ideation among students. This study was conducted to examine the relationships between problem-solving skills appraisal, perceived burdensomeness, and suicidal ideation among University students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components: problem-solving confidence, approach-avoidance style, and personal control of emotion) and perceived burdensomeness as predictors of suicidal ideation. Methods: The participants consisted of 350 students from NCR located Universities. Results: Regression analysis estimated that undergraduate students with avoiding style, poor problem-solving confidence, limited personal control of emotion and perceived burdensomeness were associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) and perceived burdensomeness predicted the suicidal ideation. Conclusion These findings underline the importance of studying contributing processes that explain how problem solving and perceived burdensomeness affects suicidal ideation.

scholarly journals Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness

2016 ◽  
Vol 23 (10) ◽  
pp. 1321-1331 ◽  
Author(s):  
Abbas Abdollahi ◽  
Mansor Abu Talib ◽  
Per Carlbring ◽  
Richard Harvey ◽  
Siti Nor Yaacob ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Perceived Stress ◽  
Influencing Factor ◽  
Personal Control ◽  
Problem Solving Skills ◽  
Approach Avoidance ◽  
The Relationship ◽  
Moderating Role

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach–avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

scholarly journals Problem-Solving Skills Appraisal Mediates Hardiness and Suicidal Ideation among Malaysian Undergraduate Students

PLoS ONE ◽  
2015 ◽  
Vol 10 (4) ◽  
pp. e0122222 ◽  
Author(s):  
Abbas Abdollahi ◽  
Mansor Abu Talib ◽  
Siti Nor Yaacob ◽  
Zanariah Ismail
Keyword(s):  
Problem Solving ◽  
Suicidal Ideation ◽  
Undergraduate Students ◽  
Problem Solving Skills

Problem-solving skills in male and female problem gamblers

2003 ◽  
Author(s):  
Diane Borsoi ◽  
Tony Toneatto
Keyword(s):  
Problem Solving ◽  
Personal Control ◽  
Problem Solving Skills ◽  
Male And Female ◽  
Pathological Gamblers ◽  
Problem Gamblers ◽  
Problem Severity ◽  
Dsm Iv ◽  
Approach Avoidance ◽  
Negative Appraisals

The current study was designed to compare the self-reported problem-solving skills of male and female gamblers. In total, 148 females and 112 males (mean age = 43.6 years, SD = 12.0), responding to an advertisement for people concerned about their gambling, completed the Problem Solving Inventory (Heppner, 1988). The PSI consists of three factors related to self-perception of problem-solving: confidence, personal control and approach-avoidance style. Gamblers were categorized into three subgroups according to their DSM-IV scores: Asymptomatic, Problem, and Pathological. Results from a series of analyses of co-variance (co-varying for the confounding effects of current emotional distress) revealed that gender had no significant effect, but problem severity on appraisal of problem-solving confidence and sense of personal control had a significant effect. Pathological gamblers were less confident and felt less in control than the other subgroups while engaging in problem-solving activities. Problem gamblers tended to have more negative appraisals of control than Asymptomatic gamblers. Problem-solving skills were also a significant predictor of DSM-IV scores for pathological gambling (i.e., negative appraisals were associated with higher DSM-IV scores). The results suggest that problem-solving skills are deficient in pathological gamblers and problem gamblers, but are not related to gender.

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

Data Modeling

2011 ◽  
pp. 234-248
Author(s):  
Clare Atkins
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Data Structures ◽  
Information Needs ◽  
Data Modeling ◽  
Problem Solving Skills ◽  
Complex Process ◽  
Essential Components ◽  
Critical Skills ◽  
Tools And Techniques

Despite extensive changes in technology and methodology, anecdotal and empirical evidence (e.g., Davis et al., 1997) consistently suggests that communication and problem-solving skills are fundamental to the success of an IT professional. As two of the most valued skills in an IT graduate, they should be essential components of an effective education program, regardless of changes in student population or delivery mechanisms. While most educators would concur with this view, significantly more emphasis is generally placed on teaching the tools and techniques that students will require in their future careers, and a corresponding amount of energy is expended in attempting to identify what those tools and techniques might be. In contrast, successful problem solving is often seen either as an inherent capability that some students already possess or as a skill that some will magically acquire during the course of their studies. Data modeling as an activity, by which we mean the gathering and analysis of users’ information needs and their representation in an implementable design, is largely one of communication and problem solving and, consequently, provides an excellent opportunity for explicitly teaching these skills. Data modeling is generally considered to be one of the more difficult skills to teach (e.g., Hitchman, 1995; Pletch, 1989), particularly if the student has no previous understanding of physical data structures (de Carteret & Vidgen, 1995). The essential constructs, such as entities, attributes or objects, may be elegant in their powerful simplicity, but their combination into a useful design is a complex process of categorization in which there is “considerable room for choice and creativity in selecting the most useful classification” (Simsion, 1994 p.82). Data modeling requires not only the ability to communicate about and to solve a problem, but also to create possible solutions and then choose between them. Herein lies the difficulty. It is not enough to learn what the different constructs are, or even to study simple textbook examples of how to put them together. The student must really understand the problem, be able to create and recognize a number of possible ways in which the problem can be solved, and then exercise considerable critical skills in choosing between them. This chapter examines these issues and describes various ways in which final-year undergraduate students, taking a specialist module in data modeling, have been encouraged to develop, and have confidence in, their creative and critical ability to solve problems in a disciplined and systematic way.

scholarly journals Hubungan Antara Berpikir Positif Dan Resiliensi Pada Mahasiswa Yang Sedang Menyelesaikan Skripsi

2021 ◽  
Vol 9 (1) ◽  
pp. 115
Author(s):  
Zidni Immawan Muslimin
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Reliability Coefficient ◽  
Discrimination Index ◽  
External Support ◽  
Positive Thinking ◽  
Problem Solving Skills ◽  
Resilience Scale ◽  
The Relationship ◽  
Effective Contribution

This study aims to determine the relationship between positive thinking and resilience among undergraduate students who are currently working on their thesis. The subjects of this study were 75 psychology students in UIN Sunan Kalijaga who are working on their thesis. The research variables were measured using positive thinking scale with aspects were taken from Albercht's theory, namely: positive expectations, self-affirmation, statements that do not assess, and conformity with reality. The Positive Thinking Scale consists of 48 items, with a discrimination index above 0.3 and reliability coefficient of 0.949. Meanwhile, the resiliance variable was measured by resilience scale developed using Grotberg theory (2003) with its aspects, namely: external support (I Have), Inner strengths (I Am), and interpersonal and problem-solving skills (I Can). The Resilience Scale consists of 51 items with discrimination index above 0.3 and reliability coefficient of 0.944. Hypothesis testing was carried out using Spearman Rho and the results showed correlation coefficient of 0.738 with p: 0.000 (p <0.01). These results proved there is a significant positive correlation between positive thinking and resilience. The effective contribution of positive thinking to students resilience was 60.7%.     Keywords: student thesis; positive thinking; resiliencePenelitian ini bertujuan untuk mengetahui hubungan antara berpikir positif dan resiliensi pada mahasiswa yang sedang menyelesaikan skripsi. Hipotesis yang diajukan adalah ada hubungan positif antara berpikir positif dan resiliensi. Adapun subjek penelitian ini berjumlah 75 mahasiswa Psikologi UIN Sunan Kalijaga yang sedang menyelesaikan skripsi. Variabel penelitian diukur dengan menggunakan skala berpikir positif yang aspek-aspeknya diambil dari teori Albercht, yaitu  : a. Harapan yang positif b. Afirmasi diri c. Pernyataan yang tidak menilai d. Pernyesuaian terhadap kenyataan. Skala Berpikir Positif terdiri dari 48 aitem, dengan koefisien daya diskriminasi di atas 0,3 dan koefisien reliabilitas  sebesar 0,949. Sedangkan untuk variable reliliensi diukur dengan skala resiliensi yang mengacu pada teori Grotberg (2003) dengan aspek-aspeknya yaitu : a. External support (I Have), b. Inner strengths (I Am), dan c. Interpersonal and problem-solving skills (I Can). Skala Resiliensi terdiri dari 51 aitem dengan koefisien daya diskriminasi di atas 0,3 dan koefisien reliabilitas  sebesar 0,944. Uji hipotesis dilakukan dengan menggunakan Spearman Rho dan hasilnya diperoleh koefisien korelasi sebesar  0,738 dengan p : 0,000 (p<0,01). Dengan hasil ini membuktikan bahwa hipotesis dinyatakan diterima. Hal ini berarti ada hubungan positif yang sangat signifikan antara berpikir positif dan resiliensi. Adapun  sumbangan efektif berpikir positif terhadap kemampuan resiliensi sebesar 60,7 %.     Kata kunci : berpikir positif, mengerjakan skripsi, resiliensi,

scholarly journals Scientific reasoning skills (SRS): Predictor to the student’s problem-solving in the biology classroom?

Biosfer ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 189-200
Author(s):  
Maisuna Kundariati ◽  
Laila Maghfiroh ◽  
Sri Endah Indriwati ◽  
Fatchur Rohman ◽  
Bagus Priambodo ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Scientific Reasoning ◽  
Biology Education ◽  
P Value ◽  
Problem Solving Skills ◽  
Biology Students ◽  
Regression Test ◽  
Post Test ◽  
Scientific Reasoning Skills

Scientific reasoning and problem-solving have become primary interests in 21st-century education. These skills have an essential role in preparing students to face global competition. This study aims to determine the correlation between scientific reasoning and problem-solving skills of biology students in animal classification and whether scientific reasoning can be used to predict problem-solving skills. The participants were 56 undergraduate students of Biology Education. The scientific reasoning and problem-solving skills of students were assessed with the pre and post-test. A simple linear regression test using the SPSS 16.0 was applied in data analysis. The results showed a p-value of 0.00 < 0.05, so there is a correlation between scientific reasoning and argumentation skills. R-value indicates 0.523, which means a strong correlation. The contribution of scientific reasoning to argumentation skills was 27.3%, while other variables explained the rest.

Associations of Discrimination, Suicide Ideation Severity and Attempts, and Depressive Symptoms Among Sexual and Gender Minority Youth

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Adeline Wyman Battalen ◽  
Ethan Mereish ◽  
Jennifer Putney ◽  
Christina M. Sellers ◽  
Melinda Gushwa ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Suicidal Ideation ◽  
Childhood Trauma ◽  
Suicide Ideation ◽  
Suicide Attempts ◽  
Thwarted Belongingness ◽  
Perceived Burdensomeness ◽  
Sociodemographic Variables ◽  
Sexual And Gender Minority ◽  
And Gender

Abstract. We examined the unique associations among discrimination, suicidal thoughts, suicide attempts, and depressive symptoms in a sample of sexual and gender minority (SGM) youth as well as interpersonal mediators of these associations. Participants included 94 SGM youth ( Mage = 18; SD = 2.88) recruited from SGM-specific drop-in centers. We used mediation analyses to test the mediating effects of perceived burdensomeness and thwarted belongingness on the associations between discrimination and suicidal ideation, suicide attempts, and depressive symptoms, accounting for childhood trauma and sociodemographic variables (age, gender identity, race, and sexual orientation). Within our nonclinical community sample of SGM youth, 49% reported a lifetime suicide attempt, 84% reported current suicide ideation, and 82% reported current depressive symptoms. Experiencing discrimination was associated with greater likelihood of suicide attempts and depressive symptoms, and greater perceived burdensomeness and thwarted belongingness, over and above the effects of childhood trauma and sociodemographic variables. Discrimination was indirectly associated with greater depressive symptoms through perceived burdensomeness and thwarted belongingness, and with greater severity of suicidal ideation through perceived burdensomeness. Findings suggest clinicians should assess for discrimination and include a focus on perceived burdensomeness and thwarted belongingness as targets of intervention for suicide and depression.

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