Abstract
The purpose of this study is to examine pre-service Social Studies teachers’ social problem solving levels based on different variables. A total of 247 preservice Social Studies teachers (103 females (41.7%) and 144 males (58.3%)) from Erzincan University, Faculty of Education, Department of Social Studies Teaching participated in the study. The descriptive model was used in the study. The Social Problem Solving Inventory (SPSI), developed by D’Zurilla and Maydeu-Olivares in 1995 and 1996, revised by D’Zurilla, Nezu and Maydeu-Olivares in 2002 (SPSI-R), and adapted into Turkish by Eskin and Aycan and the “Revised Social Problem Solving Inventory (Tr-SPSI-R)” were used in the study as the data collection instruments. According to the analyses, positive problem orientation (PPO) scores decrease as negative problem orientation (NPO) scores increase; NPO scores decrease as rational problem solving style (RPSS) scores increase; PPO scores decrease as impulsive-careless problem solving style (ICPSS) scores increase; RPSS scores decrease as ICPSS scores increase; PPO scores decrease as APSS scores increase. According to the classroom variable, there is a significant difference. According to this study, there is a significant difference between preservice teachers’ NPO and Avoidant Problem Solving Style (APSS) scores based on gender. Key words: social problem solving, social studies, preservice teacher, problem solving skills.
Highlights
IntroductionNezu et al (1989) defined “problem solving” with regard to behavior as, a form of learning where the individual changes his current behavioral state as a response to a problematic event; with regards to social learning as the process of self-management; and with regards to mental health as the primary coping strategies which facilitate exploring effective behaviors (Çam and Tümkaya, 2008)
Positive problem orientation (PPO) scores decrease as negative problem orientation (NPO) scores increase; NPO scores decrease as rational problem solving style (RPSS) scores increase; positive problem orientation (PPO) scores decrease as impulsive-careless problem solving style (ICPSS) scores increase; Rational Problem Solving Style (RPSS) scores decrease as ICPSS scores increase; PPO scores decrease as Avoidant Problem Solving Style (APSS) scores increase
In the study conducted by Baltacı and Hamarta (2013), it was observed that when the relationship between “social avoidance, concern for being criticized, feeling valueless, social anxiety and problem solving” and “problem solving approaches” are considered, there is a positive relationship between the sub-dimensions of social anxiety and problem solving approaches
Summary
Nezu et al (1989) defined “problem solving” with regard to behavior as, a form of learning where the individual changes his current behavioral state as a response to a problematic event; with regards to social learning as the process of self-management; and with regards to mental health as the primary coping strategies which facilitate exploring effective behaviors (Çam and Tümkaya, 2008). While process measurements evaluate cognitive and behavioral activities which prevent resolutions by facilitating the exploration of effective and coherent problem resolutions, results measurements evaluate the quality of resolutions related to the problems. While a strong relationship between the two measures are not always expected, variables apart from problem solving attitudes and skills can affect the quality of problem solving results under certain conditions (D’Zurilla and Magdeu-Olivares, 1995)
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