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.

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 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 as a Mediator Variable in the Relationship between Habits of Mind and Psychological Hardiness of University Students

2020 ◽  
Vol 10 (3) ◽  
pp. 88
Author(s):  
Mohamed Sayed Abdellatif, ◽  
Mervat Azmi Zaki
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Female Students ◽  
Habits Of Mind ◽  
Process Data ◽  
Problem Solving Skills ◽  
Male And Female ◽  
Psychological Hardiness ◽  
The Relationship ◽  
Mediator Variable

This study investigated the role of problem-solving skills as a mediator variable in the relationships between habits of mind and the psychological hardiness among university students, and to identify the difference between male and female students in each of the habits of mind, psychological hardiness, and problem-solving skills. The sample comprised of 285 male and female, third-year Faculty of Education, University students. The data collection utilized the habits of mind scale, the problem-solving scale, and the psychological hardiness scale (Mekhemer, 1996). SPSS v.25 and AMOS v.24 were used to process data. The findings revealed that problem-solving skills partially mediates the relationship between habits of mind and psychological hardiness, and the results also demonstrated that there are no statistically significant differences between male and female students in habits of mind, problem-solving skills, and psychological hardiness. Future research suggestions include planning stakeholders at the university stage should take into consideration the necessity to integrate habits of mind and problem-solving skills in curricula, and providing training for faculty members to enhance university students' psychological hardiness. 

scholarly journals Evaluating the Relationship between Nurses’ Problem-Solving Skills and Automatic Thoughts

2020 ◽  
Author(s):  
Kenan Gümüş ◽  
Seval Keloğlan ◽  
Gonca Üstün ◽  
Şeker Durmuş
Keyword(s):  
Problem Solving ◽  
Nurse Managers ◽  
Personal Control ◽  
Automatic Thoughts ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Clinical Nurses ◽  
Automatic Thought ◽  
Training And Research ◽  
The Relationship

INTRODUCTION: This study aimed to evaluate the relationship between nurses’ problem-solving skills and automatic thoughts. METHODS: This study was conducted as descriptive, cross-sectional, and correlational study between August and December 2016. The sample of the study comprised 112 nurses working at a training and research hospital. The Problem Solving Inventory, the Automatic Thoughts Questionnaire, and a sociodemographic form prepared by the researchers were used to gather the data. The data were analyzed using Statistical Package for Social Science (SPSS) 20.0. RESULTS: It was found that problem-solving, approach-avoidance, and personal control skills of nurse managers were higher than those of clinical nurses (p<.05). The nurses who thought that nursing was not an appropriate profession for themselves and said that they were not satisfied with their profession had higher levels of automatic thought (p<.01). There was a positive and significant low correlation between the scores obtained by the nurses from the Problem Solving Inventory and Automatic Thoughts Questionnaire (rs=0.259, p<.01). DISCUSSION AND CONCLUSION: This study showed that nurses’ problem-solving skills were affected by working in the position of manager and by automatic thoughts about their profession. It is thought that practices to increase nurses’ problem-solving skills and to reduce their automatic thoughts about their professions will be beneficial.

scholarly journals Comparison of Prospective Teachers’ Perceptions of Problem-Solving Skills in Terms of Various Variables

2021 ◽  
Vol 5 (1) ◽  
pp. 63-76
Author(s):  
Murat Keskin
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Grade Level ◽  
Cognitive Styles ◽  
University Faculty ◽  
Problem Solving Skills ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Female Candidates ◽  
Faculty Of Education

The study aimed to determine whether there is a difference between the perceptions of pre-service teachers’ problem-solving skills according to various factors. 297 pre-service teachers from Afyon Kocatepe University Faculty of Education in the province of Afyonkarahisar in Turkey participated in the study. The group hidden figures test was used to determine the cognitive styles of pre-service teachers. The problem-solving inventory was used to measure the perceptions of problem-solving skills. According to the findings, it was found that the perception of problem-solving skills of pre-service teachers was high. It was observed that the candidates also perceived themselves as having these approaches in all sub-dimensions. According to the research results, problem-solving perception does not affect the way of approaching the problem. Male and female candidates’ perceptions of problem-solving skills are not directly related to gender. Candidates’ perceptions vary according to the grade level.

Problem solving skill and Iranian nursing students

2011 ◽  
Vol 26 (S2) ◽  
pp. 477-477
Author(s):  
N. Seyedfatemi ◽  
Z. Moshir Abadi ◽  
L. Borimnejad ◽  
H. Haghani
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Data Gathering ◽  
Personal Control ◽  
Cross Sectional Study ◽  
Nursing Program ◽  
Nursing School ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
The Mean

IntroductionThe ability to solve problems and make decisions creatively has become paramount to new nursing graduates, as these skills assist them with recognizing and evaluating situations that require prompt attention. This study was done to determine nursing student’s problem solving skills in various years of their four-year program.MaterialsThis is a cross-sectional study. Three hundred and twenty two undergraduate nursing students in BSc nursing program participated in this study. The study setting was Nursing School of Iran University of Medical Sciences. The Problem Solving Inventory (PSI; Heppner & Petersen, 1982) was used to data gathering. The scale was divided into three subscales including: problem-solving confidence, approaching avoidance style, and personal control. Low scores were representative of a positive judgment and high scores indicated a poorer judgment of problem-solving abilities. Students involved in the study signed the study Informed consent.ResultsFindings showed that the mean score of problem solving skill was 89.5 ± 21.51. First year students were found to have a mean score of 89.13 ± 18.71, second year students had a mean of 91.57 ± 1.87. The mean score of third year was 91.52 ± 20.8 and for fourth year students was 84.18 ± 27.47. When these results are compared, no significant differences occurred among the student in different years, as well as no difference between nursing students in 3 subscales of problem solving was seen.ConclusionsIt is expected that Nursing school produce practitioners who have the ability to solve problems and make decisions.

scholarly journals The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences

2015 ◽  
Vol 8 (1) ◽  
pp. 150 ◽  
Author(s):  
Yahya Safari ◽  
Habibeh Meskini
Keyword(s):  
Problem Solving ◽  
Personal Control ◽  
Group Problem ◽  
Problem Solving Skills ◽  
Group Problem Solving ◽  
Positive Effects ◽  
Metacognitive Instruction ◽  
Significant Difference ◽  
And Control ◽  
The Impact

<p><strong>BACKGROUND:</strong> Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students’ problem solving skills.</p> <p><strong>METHODS:</strong> The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA.</p> <p><strong>RESULTS:</strong> The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (p&lt;0.001). This difference was also reported to be statistically significant between problem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (p&lt;0.001). No significant difference, however, was found between the students’ mean scores in terms of gender and major.</p> <p><strong>CONCLUSION:</strong> Since metacognitive instruction has positive effects on students’ problem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students.</p>

scholarly journals The ınvestigation of problem solving skills of nursing students in terms of some variables Hemşirelik öğrencilerinin problem çözme becerilerinin bazı değişkenler açısından incelenmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 5460 ◽  
Author(s):  
Funda Erol ◽  
Fatma Tanrıkulu ◽  
Yurdanur Dikmen ◽  
Funda Akduran
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Nuclear Family ◽  
Personal Information ◽  
Participation Rate ◽  
Personal Control ◽  
Subscale Score ◽  
Problem Solving Skills ◽  
Number Percentage ◽  
Nursing Department

Aim: This research was conducted in order to determine the problem solving skills of nursing students and some variables that are thought to affect these skills.Method: Sample of the study consisted of 463 students who agreed to take part in the study, from Sakarya University Health Sciences Faculty Nursing Department, 1st, 2nd, 3rd and 4th years (participation rate 53%).  The data were collected by the Personal Information Form and the Problem Solving Inventory (PSI). Number, percentage, mean, standard deviation, independent t test and one-way variance test (ANOVA) were used in the analysis of the data.Results: Students who participated in the study were found to be 83.6% were female, 32.4% were at 1st grade, 81.2% had a nuclear family. The average PSI score of the students was found to be 97.33±14.76, problem solving reliability subscale score average was found to be 32.22±7.87, personal control subscale score average was found to be 19.39±3.20, and convergence/avoidance subscale score average was found to be 49.61±7.76. It has been stated that senior students who has got fragmented families, supportive and reassuring parental manners and who perceive the level of in come as bad, have better problem solving skills.Conclusion: According to the results of the research, it was determined that problem solving skills of nursing students were moderate. ÖzetAmaç: Bu araştırma, hemşirelik öğrencilerinin problem çözme becerilerini ve bu becerileri etkileyebilecek bazı değişkenlerin belirlenmesi amacıyla planlanmıştır.Gereç ve Yöntem: Araştırmanın örneklemini, Sakarya Üniversitesi Sağlık Bilimleri Fakültesi Hemşirelik Bölümü I., II., III. ve IV. Sınıftaöğrenim gören ve çalışmaya katılmayı kabul eden 463 öğrenci oluşturmuştur (katılım oranı %53). Veriler “Kişisel Bilgi Formu” ile “Problem Çözme Envanteri (PÇE)” kullanılarak toplanmıştır. Verilerin analizinde sayı, yüzde, ortalama, standart sapma, bağımsız gruplarda t testi ve tekyönlü varyans testi (ANOVA) kullanılmıştır.Bulgular: Öğrencilerin %83.6’sının bayan olduğu, %32.4’ü I. sınıfta öğrenim gördüğü ve %81.2’sinin çekirdek aileye sahip olduğu belirlenmiştir. Öğrencilerin PÇE toplam puan ortalaması 97.33±14.76,  problem çözme yeteneğine güven alt boyut puan ortalaması 32.22±7.87, kişisel kontrol alt boyut puan ortalaması 19.39±3.20, yakınlaşma/kaçınma alt boyut puan ortalaması ise 49.61±7.76 olarak saptanmıştır. Son sınıfta öğrenim gören, parçalanmış aileye sahip, destekleyici ve güven verici ebeveyn tutumu olan, gelir düzeyini kötü algılayan öğrencilerin problem çözme becerilerinin daha iyi olduğu belirlenmiştir.Sonuç: Sonuç olarak, hemşirelik öğrencilerin problem çözme becerilerinin orta düzeyde olduğu saptanmıştır.

scholarly journals Impact of Community Service Activities on the Soft Skills Development of Polytechnic Engineering Students Sultan Mizan Zainal Abidin

2018 ◽  
Vol 6 (2) ◽  
pp. 78
Author(s):  
Masfizaizan Binti Manaf ◽  
Emilawati Binti Othman ◽  
Noorashikin Binti Ahmad
Keyword(s):  
Problem Solving ◽  
Community Service ◽  
Engineering Students ◽  
Electrical Engineering ◽  
Female Students ◽  
Skills Development ◽  
Problem Solving Skills ◽  
Male And Female ◽  
Service Activities ◽  
The Impact

Community service activities are one of the activities most recently announced by all communities, government and private institutions as well as higher education centers. This activity has a positive impact on all societies, individuals and students involved in their success. Among the significant impacts of the students involved in this activity is to enhance the generic skills development of the team in terms of teamwork and problem solving skills in any field. In this study, the data were collected using a questionnaire distributed to 217 Electrical Engineering students from two to four semester at Sultan Mizan Zainal Abidin Polytechnic (PSMZA) to obtain information about the impact of teamwork and problem solving skills. The raw data obtained was processed using the SPSS version 23 software and used the Likert scale 4 for each question chosen. Data analysis showed that the mean value of the impact of community service activities on teamwork skills was 3.26 and problem solving skills (3.68) where it was stand in high level for two to four semester electrical engineering students. The results of the t-test experiments found that there was no significant difference between male and female students on the impact of community activities on the components of teamwork skills where p> 0.05 and there is little difference between male and female students for problem solving skills where p <0.05. It is thus envisaged that this community service activity is crucial to be applied to all polytechnic students as a condition of awarding diploma and in line with the requirement of the National Education Philosophy to produce individuals who are intellectually, spiritually, emotionally and physically balanced.

Problem solving skills of the 1st year and 4th year nursing students

2011 ◽  
Vol 26 (S2) ◽  
pp. 883-883
Author(s):  
Y. Sayin ◽  
M. Farimaz
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Nuclear Family ◽  
Personal Information ◽  
Relevant Literature ◽  
Personal Control ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills

IntroductionOne of the objectives of nursing education is helping nursing students acquire the knowledge, skills, and behaviors needed to deal with various problems.ObjectivesThe study is descriptive.AimsTo determine the “problem solving skills” of the 1st-year and 4th-year students.MethodsThe study is a descriptive one. The study sample comprised a total of 153 students in their 1st-year and 4th-year in Department of Nursing, Cumhuriyet University, Turkey. The research data were collected by means of the “Personal Information Form” developed in light of the relevant literature review and the “Problem Solving Inventory” which was developed by Heppner and Peterson (1982) and tested in Turkey in 1990 by Taylan in terms of fist validity-reliability properties.ResultsOf the first year students, 84.9% lived in a nuclear family, 61.6% lived in a city, 39.5% were first-born children. Of the fourth year students, 81.0% lived in a nuclear family, 67.2% lived in a city, 37.3% were first-born children. All of the students financial needs were met by their parents. There was no difference between the total “problem solving confidence” scores of the first year students (85.942 ± 16.649) and the fourth year students (81.866 ± 19.168) (p > 0.05). According to the sub-scales of the inventory, the first year students received higher scores than the fourth year students in “problem solving confidence”, “approach-avoidance behavior” and “personal control” (p > 0.05).ConclusionsThe education received by the students did not make a difference in the development of their problem solving skills.

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