problem solving skills

Over the past decade, the prevalence of diabetes has increased, especially in adolescents. On the other hand, adolescents with diabetes have difficulty controlling blood sugar, and controlling diabetes and taking care of themselves during adolescence is a challenge. Self-care is a set of spontaneous activities that are consciously and consciously carried out by the patient in order to understand the conditions and factors affecting them and to adopt a positive and specific attitude towards themselves and their disease. This disease has many negative effects on the mental health and quality of life of the affected person and their family. In fact, what happens within the family and the interaction between parents and children can be a key factor in creating resilience and reducing current and future risk associated with adverse events and inappropriate conditions. By equipping itself with problem-solving skills, the family can promote the health of its members and act as a mechanism against factors that harm the health of its members. Problem solving is a conscious, rational, and purposeful activity that enables adolescents to identify various possibilities around them when faced with conflicts and controllable events and use them to make appropriate decisions and solve problems. In this regard, adolescent emotional autonomy is one of the crises of adolescence that most parents are involved with their children. In this regard, Chia-Ying Chen et al. (2020) found that high emotional autonomy is significantly associated with poor management of diabetes control. Therefore, the present study aims to answer the research question of whether social support plays a mediating role in predicting self-care based on problem-solving skills, parent-child relationships, and emotional independence? The statistical population of the study included all adolescents in Isfahan who were diagnosed with diabetes in 2017 according to clinical diagnoses. Questionnaires were purposefully distributed among 149 adolescents with diabetes. In order to collect data, the Diabetes Self-Care Questionnaire (Summary of Diabetes Self-Care Activities), the Standard Perceived Social Support Questionnaire (MSPSS), the Revised Social Problem-Solving Questionnaire (SPSI-R), the Parent-Child Relationship Assessment Questionnaire (PCRS), and the Stenberg and Silverberg Emotional Independence Questionnaire were used. After collecting data and analyzing them descriptively and inferentially and presenting the model using statistical software, the results obtained indicated that social support in the dimensions of family, parent-child relationship, and emotional independence, as well as problem-solving skills in the dimensions of negative, impulsive, and avoidant strategies, played a role in the self-care of adolescents with diabetes in Isfahan (p<0.05). Also, the results of the path analysis showed that social support plays a mediating role in predicting self-care based on problem-solving skills with an effect size of 0.22 and parent-child relationship with an effect size of 0.18. Explaining the present findings, it can be stated that today, the analysis of diseases is not limited to biomedical factors, and a wide network of social factors, known as social determinants of health or factors affecting health, has gained a more prominent dimension in the scope and quality of health and disease. People with stronger problem-solving skills are naturally more capable of facing everyday challenges and finding appropriate solutions to their problems. However, the presence of social support from family, friends, and society can strengthen these skills. Also, social support resulting from the parent-child relationship increases the sense of belonging and acceptance in the individual and helps the individual to implement self-care behaviors (such as healthy eating, exercise, stress management, and adherence to medical recommendations) well in their lives.

The ability to problem-solve is one of the high objectives in educational systems. On the other hand, fostering a spirit of help-seeking in various dimensions has been emphasized in the higher-level documents of the education system. Upon reviewing the literature in this area, few studies can be found that provide a basis for presenting a model for problem-solving skills and academic help-seeking based on the five-factor personality dimensions, considering the role of self-concept.

The aim of the present study was to propose a structural model of problem-solving skills and academic help-seeking based on the five-factor personality dimensions with the mediating role of self-concept in female students.

The research design was descriptive correlational, utilizing structural equation modeling (SEM). The statistical population of the study included all female high school students in Tehran, totaling 98237 individuals during the academic year 2022-2023. According to the Morgan table, 538 individuals were selected as the sample using stratified random sampling (proportional to students' academic level). Data were collected using the NEO Personality Inventory (1986), Problem-Solving Inventory (Heppner, 2012), Academic Help-Seeking Scale (Ryan & Pintrich, 2007), and the Self-Concept Scale (Rogers, 1975). Data analysis was performed using SPSS 25 and AMOS 24 software.

The results of structural equation modeling indicated a good fit for the model. The findings showed that there is a significant relationship between the five-factor personality dimensions (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness) and students' problem-solving skills and academic help-seeking, with the five-factor personality dimensions collectively explaining 28.5% of the variance in students' problem-solving skills and 38% in academic help-seeking (P< 0.05). The mediating role of self-concept in the model was also confirmed (P< 0.05).

Based on the results, it can be inferred that attention to students' personality profiles by educational system stakeholders can provide a basis for predicting their problem-solving skills and academic help-seeking behaviors. Therefore, it is recommended that school counselors prepare personality profiles for students to be documented in their academic records.

The aim of the present study was to determine the relationship between problem-solving skills and aggression mediated by emotional intelligence among male high school students in Ahvaz. The design of this study was descriptive and path analysis. The research population included all male high school students in Ahvaz, from whom 200 were selected by multi-stage random sampling method and responded to Heppner and Peterson's problem-solving skills, Bass and Perry's aggression, and Wong-Law's emotional intelligence questionnaires. The data were analyzed using Pearson's correlation and path analysis statistical methods and using SPSS-27 and AMOS-26 software. The results of the correlation coefficients showed that there is a negative and significant correlation between all dimensions of problem-solving skills and emotional intelligence with aggression (p < 0.01). Also, the results of the path analysis test showed that emotional intelligence mediated the relationship between problem-solving skills and aggression. Also, the results of the goodness-of-fit indices supported the appropriateness of the proposed model. The results of the present study showed that better problem-solving skills and higher emotional intelligence have a significant contribution to reducing aggression among high school students in Ahvaz.

The aim of the current research was to design the ideal model of academic performance based on psychological capital, individual adaptation and problem solving skills in female students of Kerman city (academic year 1402-1401). The descriptive research method was of the correlation type and in the form of structural equation modeling. The statistical population of this research included all female students of the second level of secondary school in Kerman city with a number of 3875 people and the sample size was estimated to be 384 people based on Cochran's formula. Considering the possibility of removing and usability of some questionnaires, the number of 400 students was determined After removing incomplete questionnaires, 380 people were selected by two-stage cluster random sampling method. Psychological capital Luthans (2007), problem solving Hepner and Petersen (1982), Individual compatibility California Clark et al.'s (1953), and academic performance Dortaj (2013) questionnaires were used to collect information. According to the appropriate fit of the research variable measurement model, the results showed that all indicators were acceptable. The results obtained from the model test have shown that the direct relationship between the variables of psychological capital, Individual compatibility, problem solving skills and academic performance is positive and significant.

This study aimed to design and present a model that explores the relationship between the five dimensions of personality and problem-solving skills, as well as academic help-seeking behaviors in female students.

Methods and Materials:

 The research utilized a quantitative approach, involving a sample of female students from various schools. Data were collected through standardized questionnaires measuring personality dimensions, problem-solving skills, and help-seeking behaviors. Statistical analyses, including correlation and regression analyses, were performed to examine the relationships between these variables.

The results indicated a significant relationship between the five dimensions of personality and both problem-solving skills and academic help-seeking behaviors. Specifically, traits such as resilience and conscientiousness were positively associated with higher problem-solving skills and a greater propensity to seek academic help.

The study concludes that personality traits play a crucial role in influencing problem-solving skills and help-seeking behaviors in female students. Enhancing positive personality traits can potentially improve these skills, leading to better academic outcomes. Future research should focus on intervention strategies that bolster these traits.

The purpose of this study was to compare the effects of training in problem-solving skills and self-efficacy strategies on the academic motivation of male 10th graders. The research method was quasi-experimental design comprising a pretest, posttest, control group, and a two-month follow-up period design. The statistical sample comprised male pupils in the tenth grade at Ahvaz during the academic year 2021-22. A purposive sampling method was employed to select a sample of 55 tenth graders who exhibited low levels of self-efficacy and academic motivation. These students were then randomly allocated into three groups (including two intervention groups and a control group). The experimental groups were subsequently instructed separately in problem-solving skills for self-regulation strategies training (7 sessions) and problem-solving skills training (9 sessions) separately.  The control group exhibited a reluctance to participate in the interventions. The questionnaires used in this study included the academic motivation questionnaire (AMQ) and self-efficacy questionnaire (GSE). The study data were subjected to analysis using mixed ANOVA in conjunction with SPSS-23 statistical software. The results indicated that self-regulation strategies training and problem-solving skills training had an effect on students' self-efficacy (F=29.34; Eta=0.53, P<0001) and academic motivation (F=31.54; Eta=0.55, P<0001). Additionally, the post hoc test revealed that the efficacy of these two interventions did not differ significantly. Drawing from the results obtained from this research, one may deduce that self-regulation strategies training and problem-solving skills are appropriate intervention approaches for enhancing the students' self-efficacy and academic motivation.

The research was conducted with the aim of determining the relationship between thinking styles and decision-making styles with the mediation of problem solving among startup employees. The research was descriptive and correlational. The statistical population of the research included all employees in the field of startups in Tehran in 1401. 300 people were selected by available sampling method and responded to research tools including questionnaires of thinking style (Sternberg, 1994), decision making style (Scott and Bruce, 1995) and problem-solving skills (Heppner, 1988). Analysis of research data using descriptive statistics methods (prevalence, percentage, mean and standard deviation), Pearson correlation coefficient, multivariate regression and structural equation modeling and path analysis statistical method with SPSS-26 software and Amos is done. Based on the findings, the proposed model had a good fit in structural equations and causal relationships between the mentioned variables. In general, in the proposed model of the research, it was found that the decision-making style is related to the thinking style both directly and indirectly through the problem-solving skills of the startup employees (P<0.05). The results showed that there was a positive and significant relationship between problem solving skills and its dimensions with decision-making style (P<0.05) and between thinking style and its dimensions with decision-making style. The collected data are consistent with the desired structural model and have a good fit. Therefore, the relationship between thinking styles and decision-making styles is confirmed with the mediation of problem-solving skills in startup employees.

The aim was to present a structural model of marital satisfaction based on the father's participation in parenting, problem-solving skills, and cognitive emotion regulation through the mediation of family resilience and emotional empathy in mothers with cerebral palsy children. The research was a descriptive survey and structural equation type. The statistical population of mothers with children with cerebral palsy in Rasht was 240 people (subjects) in 2022. The samples were selected by a targeted method and after matching based on age and gross motor function classification system and by Kargesi and Morgan 148 table. Data using questionnaires, ENRICH marital satisfaction, Alabama parenting test (parent form), family problem solving, emotion regulation, family resilience, emotional empathy (interpersonal reactivity index), collect and with software (SPSS V. 28) and (Lisrel V. 10), were analyzed. The results showed that there was a direct relationship between father's participation in parenting, problem solving skills, cognitive emotion regulation, family resilience and emotional empathy with marital satisfaction. There was an indirect relationship between the father's participation in parenting, problem-solving skills, and cognitive emotion regulation through the mediation of family resilience and emotional empathy with marital satisfaction. It is necessary to develop and strengthen the father's participation in parenting, problem-solving skills, cognitive regulation of emotions, family resilience, and emotional empathy with appropriate training, so as to increase the level of marital satisfaction in these couples.

This research was conducted with the aim of investigating the relationships between relational ethics, sexual satisfaction and relationship beliefs with marital intimacy with the mediating role of problem solving skills. . The statistical population of the research included 420 women working in education in the city, and 280 people were selected as a sample using a simple random sampling method. To collect data from Bagaroozi's Marital Intimacy Questionnaire (2001), Idelsen and Epstein's Communication Beliefs Questionnaire (1981), Larson's Sexual Satisfaction Questionnaire (198), Dzurila et al. colleagues (1991) was used. The content validity of the questionnaires was confirmed and their reliability was obtained as 0.88, 0.90, 0.86, 0.93 and 0.89 respectively. spss and lizrel software were used for data analysis. The results of his research showed that relational ethics, communication beliefs, sexual satisfaction have a direct effect on social problem solving skills, social problem solving skills have a direct effect on marital intimacy, also relational ethics, communication beliefs, sexual satisfaction through social problem solving skills They have an indirect effect on marital intimacy.

The aim of this study was to investigate the mediating role of problem-solving skills in the relationship between motivational structure and academic self-defeating behavior in gifted students. The method used for this study was descriptive and correlational. The statistical population of the study included second-year high school students from gifted schools in Tehran during 1399-1400. Participants were selected through a one-stage cluster sampling method. Data collection tools included an academic self-defeating behaviors questionnaire, Personal Concerns Inventory, and a problem-solving skills questionnaire. Data analysis was performed using the Pearson correlation method and structural equation modeling at a significance level of 0.05. The results showed that self-defeating behaviors had a negative relationship with adaptive motivational structure and problem-solving style of trust in problem-solving skills. Additionally, there was a significant positive relationship between self-defeating behaviors and problem-solving/avoidance and personal control style at the level of 0.01. Furthermore, problem-solving skills had a mediating role in the relationship between motivational structure and academic self-defeating behavior (p<0.01). Therefore, self-defeating behaviors in students can be predicted through their motivational structure and problem-solving skills, with problem-solving skills playing a mediating role. The results of this study can be used by educators to plan and design educational interventions aimed at reducing academic self-defeating behaviors in gifted students.

The purpose of this study is to develop and evaluate the effectiveness of creative education program on spiritual vitality, creative thinking and problem solving skills in university students. Based on applied-experimental research of pre-test-post-test with control group and implementation of tests for measuring Abedi creativity (CT), Afrooz spiritual vitality (SHS) and Basador bproblem-solving skills (CPS), the necessary information on the components of creative thinking (fluid, Expansion, flexibility, and initiative ) ,spiritual vitality (feelings, behaviors, and beliefs) and problem-solving skills were collected. The study sample consisted of 72 students at the undergraduate level who were selected by multi-stage random sampling method from different faculties of humanities of Mashhad universities. After 10 sessions of sessions related to creative teaching techniques of Triz, scamper and brainstorming with subjects in experimental groups and data analysis by multivariate analysis of covariance and analysis of covariance (SPSS software version 22), the results showed that Creative education program has a positive effect on spiritual vitality, creative thinking skills and problem solving skills of students, so that the effect was 53.2% according to the ETA coefficient squared. The findings also showed that fluid skill in the experimental group was not significantly higher than the control group. The results also showed that there is no difference between male and female students in terms of the effectiveness of the creative education program.

The aim of this study was to investigate the effectiveness of mindfulness-based cognitive therapy on stress management and problem solving skills of mothers with mentally Disabilities children aged 7 to 12 years in Najafabad. The research design was quasi-experimental and pre-test post-test with the control group. In this study, purposive sampling method was used. For this purpose, from the statistical population of this study that all mothers with mentally Disabilities children were studying in the exceptional school of Shahid Sarban 2 in Najafabad in 2016-2017, based on the inclusion and exit criteria, 30 people were selected and randomly divided into two experimental groups. And controls were replaced. The instruments used in the present study were: Standard Questionnaire of Stress Management Strategies Scale Cobain et al. (1990), Hepnopperson Problem Solving Questionnaire (1982). After applying the independent variable on the experiment group, both groups were tested again by the tests; The results were analyzed by SPSS software and analysis of covariance. The results showed that mindfulness-based cognitive therapy had an effect on increasing stress management and increasing mothers' problem-solving skills in the experimental group in the post-test phase and the changes in the experimental group were statistically significant compared to the control group (P <0.05). Treatment of stress management components such as optimism, time management, recreational activity, and relaxation has also been significant. In problem-solving skills, it has been significant in the components of tendency-avoidance and personal control style.

The purpose of this research is to investigate the leve of effectiveness of pre-marriage educational- psychological package (Olson's model) on problem-solving styles of couples applying for marriage.

The research method is quasi-experimental with a pre-test-post-test and follow-up design. The statistical population of the research includes people who referred to health and treatment centers for pre-marital counseling in Tehran, who applied for marriage in the first half of 2020. Ten centers were randomly selected and taking into account the possibility of dropping subjects, 20 people from each center (10 couples) were selected. The instrument of data collection was Cassidy and Long's problem solving style questionnaire (1996). Covariance analysis was used to analyze the data.

The results indicated that the educational-psychological package before marriage has an effect on increasing problem-solving styles (self-confidence in solving the problem, avoiding the problem/closeness to the problem method and personal control) of couples applying for marriage, and this effect is stable in the follow-up phase.

According to the results of the research, this psychological training package could be used to strengthen the problem solving skills of couples.