Abstract
Background and Objective: This study aimed to compare the effectiveness of problem-solving techniques based on Gestalt and Bandura's theories in training high school students. Materials and Methods: All 6,000 female students in the first year of secondary school in Hamedan, Iran, were involved in the current semi-experimental study. The statistical sample size was 75 individuals (3 groups of 25) selected using the purposive sampling method. Moreover, the MANCOVA test and Scheffe's post hoc test were used to analyze the data. Results: The results showed that teaching problem-solving skills based on the two theories of Gestalt and Bandura affected students' five problem-solving strategies. The use of negative, avoidant, and impulsive orientation techniques by students was decreased as a result of this training, which increased logical and positive orientation techniques. Conclusions: The benefits of training problem-solving skills based on these theories often varied on students' problem-solving methods. When compared to training based on Gestalt theory, Bandura's theory-based problem-solving training had a greater influence on logical and avoidance methods.
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