problem-solving styles

The purpose of this research is to compare the effectiveness of metacognitive therapy, solution-oriented therapy, and endurance exercises on the problem-solving styles of female students with social anxiety disorder. The design of this research is a semi-experimental pre-test-post-test type with a heterogeneous control group and a one-month follow-up. The statistical population was female students of the second level of high school in the three educational districts of Kermanshah in the academic year 1401-1402. From this population, 60 students with social anxiety were selected by screening and according to the criteria for entering the study. They were randomly assigned to 4 groups of 15 people (three experimental and one control). The research tools included social anxiety questionnaires (Kanor, 2000) and problem-solving styles (Dzurila et al., 2002). The data were analyzed with SPSS23 software and analysis of variance and Benferoni's post hoc test. The findings showed that metacognitive therapy, solution-oriented therapy, and endurance exercises increased efficient problem-solving styles and decreased ineffective problem-solving styles in people with social anxiety (P≤0.05) and among the three treatments, metacognitive therapy in efficient problem-solving styles and metacognitive and solution-oriented treatment in ineffective problem-solving styles were more effective than endurance exercises (P≤0.05). Based on these findings, it can be said that all three treatment models can be used in the Iranian clinical sample.

This research aimed to examine the relationship between thinking and problem-solving styles with marital satisfaction in women who experienced spousal emotional and cultural abuse. The statistical population of the study consisted of all women who had experienced spousal emotional and cultural abuse in Yazd city. Among them, 150 individuals were selected as the sample using purposive sampling method. The research was designed as a descriptive correlational. To collect data, the Enrich Marital Satisfaction Questionnaire (Fowers & Olson, 1989), Thinking Styles Questionnaire (Sternberg and Wagner, 1991), and Problem-Solving Styles Questionnaire (Cassidy and Long, 1996) were implemented. The data were analyzed by applying Pearson correlation coefficient and simultaneous multiple regression as main statistical procedure. The results indicated a significant positive relationship between marital satisfaction, legislative thinking, executive thinking, hierarchical thinking, anarchic thinking, local thinking, introvert thinking, extrovert thinking and effective problem-solving styles. The results also revealed that marital satisfaction was significantly and negatively correlated with judicial thinking, monarchic thinking and inefficient problem solving styles. And that there was not existed a significant correlation between monarchic thinking, global thinking, liberal thinking, conservative thinking styles and marital satisfaction. The findings also showed that legislative thinking, hierarchical thinking, local thinking, introvert thinking, effective and inefficient problem-solving styles predicated 56.9 percent of the marital satisfaction variance (p<0.001). Other variables were not able to predict the marital satisfaction. Therefore, some of the thinking styles and problem solving styles in women who experienced spousal emotional and cultural misbehaviors could improve marital satisfaction by taking advantage of proper social and cultural contexts.

The present study was conducted with the aim of providing a peace model of suicidal tendency based on the initial incompatible schemas with the mediating role of problem solving styles in adolescents of Ilam city. In this research, the descriptive-correlation method with the type of structural equation model was used, the statistical population of the research included all the teenagers (age range 13 to 18 years) of Ilam city in the period of the first six months of 1401, based on the statistics of the Ilam city registry. There were 14384 people. In order to estimate the sample size from Cochran's formula, a sample of 374 people was determined and selected in two stages of stratified random sampling (by gender) and multi-stage sampling. The measurement tools included Beck's Suicidal Thoughts Questionnaire (1999), Young and Brown's Standard Schema Questionnaire (2001), and Hepner and Petersen's Problem Solving Styles (1987). For data analysis, structural equation model and path analysis were used with the help of SPSS and AMOS software. The findings showed that the primary maladaptive schemas directly and through the mediation of problem solving styles are effective and explainable on the tendency to commit suicide in adolescents in Ilam city. As a result, problem-solving style skills can play a decisive role in the impact of early maladaptive schemas on the tendency of adolescents to commit suicide.

Problem solving skills and learning styles are important issues in all age groups. Although the factors affecting it have been investigated in many researches, but investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles has been less investigated.

This research was conducted with the aim of investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles.

The current research was descriptive and of correlation and structural equations type. The statistical population of the research included all Secondary School Students of Garmsar city in the academic year 2020-2021, and 341 of these students were selected by random cluster sampling. In order to collect data, five fact mindfulness questionaair (Baer et al., 2006), Learning Style Orientation Inventory (Towler & Dipboye, 2003) and Problem Solving Styles Questionnaire (Cassidy & Long, 1996) were used. In order to analyze the data, the correlation method and structural equations were used with the help of SPSS-22.

The results showed that the five components of observation, description, action with awareness, non-judgment and non-reaction had an effect on the problem-solving styles of Secondary School Students in Garmsar city with the mediating role of learning styles (P<0.05).

Based on the obtained results, learning styles can affect learning by indirectly affecting problem solving styles. Therefore, the results of this research can have important implications for educational professionals in the field of education, including the impact of mindfulness and learning styles on problem solving.

This study was conducted with the aim of cultural approach in modeling traits of borderline personality disorder in adolescents based on theory of mind: the mediating role of problem solving styles.

The research method was structural equation modeling. The statistical population included all adolescents aged 15 to 18 years from schools in the five districts of Tehran in the academic year of 2018-2019, using the multiplicity sampling method of 352 adolescents, boys and girls, as a selection sample and borderline personality questionnaires (BPI) of mind-reading from They completed the eye images (RMET) and problem solving styles questionnaire. The data were analyzed with the help of SPSS and AMOS software and with the method of structural equation modeling.

The findings showed that theory of mind has an effect on borderline personality disorder traits by mediating problem solving styles in adolescents with a path coefficient of 0.68, theory of mind has an effect on problem solving styles with a path coefficient of 0.87. Also, problem solving styles have an effect on borderline personality disorder traits with a path coefficient of 0.65.

Therefore, it is possible to reduce the pathological symptoms of people with borderline personality disorder by considering the cultural background of teenagers and by teaching problem solving skills.

The aim of this study was to evaluate the effectiveness of transactional analysis approach on individual and social adjustment and problem-solving styles of secondary school students. The research method was quasi-experimental with post-test pre-test design with control group. First, the pre-test was performed on both groups using research tools, then the experimental group intervention was performed in 60- 90-minute group sessions with an transactional analysis approach, and finally the post-test was completed again by both groups. The statistical population included all girls’ secondary school students in Firoozabad in the 6 months of autumn and winter of 2019 who were studying in the schools of this city. The sample size was 30 people who were selected by available sampling method and were randomly assigned to two groups of 15 experimental and control groups. Research tools included a Singha & Sing adjustment (1993) and Cassiddy & Long problem-solving questionnaires (1996). The results showed that the mean of adjustment scores and individual and social adjustment components in the experimental group posttest compared to the control group increased significantly. It also showed t that the mean scores of constructive problem-solving styles in the post-test in the experimental group compared to the control group increased significantly. Also, the mean scores of non-constructive problem-solving styles in the post-test in the experimental group compared to the control group have decreased significantly. It can be concluded that counseling with a transactional analysis approach is effective on individual and social adjustment and problem-solving styles of secondary school students.

The purpose of the present study was to predict academic engagement based on problem solving styles, self-control and emotional expression among students of Farhangian University.

The research method was correlation and the statistical population included all the students of Ilam Branch of Farhangian University in the academic year 2019-2020. The sample consisted of 217 persons (94 girls and 134 boys) who were selected according to Morgan table by proportional random sampling. And they responded to the Lam et al. academic engagement (2014), the Cassidy and Long problem solving styles (1996), Tangney et al. self-control (2004) and King and Ammons emotional expression (1990) questionnaires.

The results of logistic regression analysis showed that positive problem solving (p <0.01), negative problem solving (p <0.01), self-control (p <0.01) and emotional expression (p <0.03) predicted academic conflict in students.

Based on the findings, it can be concluded that problem solving styles, self-control and emotional expression play a role in students 'academic engagement and can be considered as important variables affecting students' academic engagement.

The aim of this study was to identify coronavirus anxiety based on anxiety tolerance and problem solving styles in working women in Yasuj. The design of the present study was descriptive and correlational. The statistical population of the study consisted of all working women in Yasuj in 1399. From the statistical population based on Morgan table, 364 people were selected and studied by random sampling of single-stage clusters. Data were collected using the Simmons and Gaher (2005) Distress Tolerance Questionnaire, Cassidy and Lang (1996) problem-solving strategies, and the coronavirus anxiety of Alipour et al. (1398). After collecting and extracting the data, participants' scores were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS statistical software. The results of correlation coefficient showed that corona anxiety has a negative correlation with constructive problem solving style and distress tolerance and a positive correlation with non-constructive problem solving style. Also, the results of multivariate regression showed that constructive problem solving style with beta coefficient of 0.11, non-constructive problem solving style with beta coefficient of -0.76 and distress tolerance with beta coefficient of 0.20 could predict coronary anxiety in working women. Because problem-solving and stress-tolerant styles can be good predictors of coronary heart disease anxiety; Corona anxiety can be reduced by examining effective problem-solving strategies and increasing distress tolerance.

This study investigated the relationship between mindfulness, problem-solving styles, and self-efficacy with academic achievement in 10th grade male students.

 The leading research method was descriptive-correlational. The statistical population included all 10th-grade male students, of which 240 were selected by convenience sampling. The Five-Dimensional Mindfulness Questionnaire (FFMQ), the Problem-Solving Styles Questionnaire (PSSQ), and the Self-Efficacy Scale (GSES) were used to collect research data. Last year, the student's grade point average was determined as a criterion for academic achievement. Multiple regression analysis was used to analyze the data.

 The results showed a positive and significant relationship between the variables of mindfulness, self-efficacy, and constructive components of problem-solving styles with academic achievement and a negative relationship between non-constructive elements of problem-solving techniques and academic achievement. There is the significance (P <0.01).

 Therefore, increasing mindfulness, self-efficacy, and problem-solving styles' building blocks can be part of school programs to improve academic achievement.

The aim of this study was to investigate the effect of self-regulatory strategies training on problem-solving styles and self-directed learning students. The research method was quasi-experimental with pre-test-post-test and control group. The statistical population of the study consisted of all third-grade male students in the second year of high school in Kermanshah in the second semester of 2018-19. Among them, 30 third-grade male students were randomly selected as the research sample and randomly assigned to two experimental groups (15 people) and a control (15 people). The experimental group received a group self-regulatory training program in eight 90-minute sessions per week as a group; the control group was on the waiting list for 2 months. In order to gather information, the problem-solving style questionnaires were shortened and Lang (1996) and self-learning for Fisher et al. (2001) were used. Multivariate analysis of covariance was used to analyze the data. The findings showed that there was a significant difference between the mean of post-test scores of the experimental and control groups in the variables of problem-solving styles and self-directed learning by controlling the effect of the pretest. Generally, based on the results of this study, it can be said that self-regulatory strategies training was effective in increasing problem-solving styles and studentschr('39') self-directed learning.

This study was aimed to study the role of problem solving styles and psychological capital in perceived stress caused by Coronavirus among the women of family.

The research method was descriptive-correlational, and from the statistical population of women in Bandar Abbas, 155 women participated in the study as a sample by using the convenience sampling method. The data were collected using the Cassidy and Lang (1996) Problem Solving Styles Questionnaire, gLuten & Avolio (2007) Psychological Capital, and Cohen, Kamarck, & Mermelstein (1983) Perceived Stress. Pearson correlation coefficient and stepwise regression analysis were used to analyze the data.

There was a positive correlation between the problem-solving styles of helplessness, avoidance, and tendency, and perceived stress, and there was a significant negative correlation between the problem-solving styles of inhibition, creativity, and trust and the perceived stress (p = 0.01). Also, there is a significant correlation between self-efficacy and resilience subscales and perceived stress (p = 0.01). And there is a significant correlation between the total score of psychological capital and the subscales of hope and optimism and perceived stress (p = 0.05). The stepwise regression coefficients showed that inhibition style with a beta coefficient (β = 0.27), creativity style with a beta coefficient (β = 0.24), self-efficacy psychological capital with a beta coefficient (β = 0.20), psychological capital Resilience with a beta coefficient (β = 0.19), and psychological capital of optimism with a beta coefficient (β = 0.17) were able to predict the perceived stress of coronavirus in women.

According to the findings of the study, it seems that the use of emotion regulation strategies and having a sense of meaning in life can reduce the severity of the psychological burden in stressful situations.

The present study was fulfilled with the aim of Developing Model of Marital Stability based on Personality Characteristics and Perceived Stress Mediating by problem Solving styles. For so doing, 500 married women in Tehran City were selected by Loehlin (2004) using available sampling method. To measure the study variables, Perceived Stress Scale (Cohen, Kamarck & Mermelstein, 1983), Marital Instability Index (Edwards, Johnson & Booth, 1987), the short form of NEO Personality Five- Factor Inventory (Costa & McCrae, 1985) and Problem- Solving Style (Cassidy & Long, 1996) were used. The study method was based on structural equation modeling Specifically, the regression equations. The findings showed that Personality Characteristics and Perceived Stress Mediating by problem Solving styles had a indirect effect on Marital Stability. The fit indices showed that the proposed model in the study has a good fit with the data gathered from married women And a close relationship with the theoretical assumptions.

The purpose of this research was to investigate the effectiveness of mindfulness training on ‎rumination, problem-solving styles, and cognitive emotion regulation persons with ‎depression.The research method was pre-test and post-test with control group. From among ‎‎70 volunteer students of Payam Noor University of Dehdasht, according to the criteria for ‎entering the research, 20 female students whose depression scores were in the ‎depression test of Beck of 15 and over, were selected and randomly assigned into two ‎experimental and control groups. Both groups filled out the Beck Depression Inventory, ‎and Rumination Response scale and Cassidy and Long Problem-Solving Style Inventory ‎and Cognitive Emotion Regulation Questionnaire in the pretest and posttest stages. The ‎experimental group received 8 training sessions of mindfulness whereas the control group ‎received no treatment. Results of analysis of the co-variance indicated that the ‎experimental group scored lower on depression, rumination, inefficient problem-solving ‎styles and cognitive emotion regulation. Furthermore, the experimental group scored higher ‎on efficient problem solving styles, compatible cognitive emotion regulation as compared ‎with the control group. In conclusion, result showed that mindfulness training can help ‎with the reduction of depression, rumination, and improve problem-solving styles and ‎cognitive ‎ emotion regulation.‎‎‎

the aim of this study was to examine the mediating role of problem-solving styles in the relationship between parenting styles and aggression. Three hundred students (152 girls, 148 boys) were selected using multistage cluster sampling from Marvdasht high schools. The participants completed the Alabama΄s Parenting Styles (Frick, 1991), the Problem-Solving Styles (Cassidy & Long, 1996), and the Aggression Questionnaires (Buss & Perry, 1996). The results of path analysis indicated that punishment style significantly related to constructive and non-constructive problem-solving styles. Father΄s cooperation was related to constructive problem-solving style. Non-constructive problem-solving style was significantly related to aggression. Non-constructive problem-solving style mediated partially the relationship between punishment style and aggression. Research findings had theoretical and practical applications. The findings suggested reinforcing constructive problem-solving styles and appropriate parenting styles are related to lower aggression in students.

The aim of the present study is to review the effectiveness of critical thinking training on problem solving styles and self-directed learninig.
statistical research community includes all undergraduate students of the Bachelor of the Payame noor University of Tehran in the academic year of 94-95 who were among 40 students who were chosen thro the methods of random sample selection using multi-stage cluster store with cloud-based research plan of the type before the test – so the test with the control group in an experiment and control groups were appointed (20 students in tests and 20 students in the control group). Interventions relating to the training of critical thinking were conducted on the students group during 12, 45 minutes long sessions which took place two times each week. The tools that were used include, problem-solving style questionnaire Cassidy , long (1996), and self-directed learning questionnaire Fisher et al. (2001). the data obtained by statistical analysis method of case analysis.
the results of the study showed a significant the difference between the groups (MANCOVA). The test results also suggest the existence of a single variable the difference which was significant in both variables.
the result is to combine of the student’s abilities and critical thinking, and maximizing it to promote is self-directed learninig and problem solving leads. so it can be acknowledged that with the growth and progress of critical thinking as level and capabilities effects problem solving, and the levels of self-directed learninig of students also will be upgraded.

The present study aimed to investigate the effectiveness of healthy behavior training in problem solving styles and strategies of coping with problems in adolescent students in second education and training region of Zahedan. The study population of research consisted of all high school male students. At first stage, one high school was selected by simple random sampling method and pre-test was administered among third grade students. The sample population involved 50 participants that were randomly selected and placed into two experimental and control groups. The study method was experimental with pre-test, post-test and follow up. In order to collect data, two scales were administered: Problem Solving Styles (PSS) and Adolescent Coping Scale (ACS). The experimental group received 10 ninety minute sessions of healthy behavior training with emphasis on problem solving but the control group received no training. All subjects were assessed in before training, after training and after 2 months follow up stages. To analyze data, Multivariate Analyze of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) were used. The results indicated that healthy behavior training with emphasis on problem solving was effective in enhancement of constructive problem solving styles and adjusted coping styles in both post and follow up stages (P

The purpose of this study was to compare individual with Anxiety and mood disorders with healthy people in problem solving styles. A sample of 120 persons was selected for 4 groups of individual with obsessive-compulsive disorder، Generalized Anxiety Disorder، Dysthymic disorder and normal individual. They completed problem solving style questionnaire. the result of this study using MANOVA and post hoc showed significant differences between groups in all subscales، except the avoidant subscale. Clinical groups had significantly higher scores in helplessness and control styles than normal group but in creativity، confidence and approach style normal group showed higher scores than clinical groups. problem solving styles can be distinguished between clinical and non clinical groups، further non-constructive styles has priority in clinical samples and affect on continuing illness. So therapeutic approaches which target these components can be improve prognosis.