Abstract
The purpose of this research was to predict social problem-solving skills in two dimensions (functional and dysfunctional), based on birth order and attachment styles in university students. For the study, 234 students were randomly selected at Azad University in the Science & Research Branch, who completed two questionnaires: Hazen & Shaver’s Attachment Styles Inventory (AAI) and D’Zurilla et al.’s Social Problem Solving Skills Inventory-Revised (SPSI_R). Data were analyzed with multiple regression and MANOVA tests. The results revealed that avoidant and anxious attachment styles had significant and positive relationship with dysfunctional social problem solving, and had significant and negative relationship with functional social problem solving skills; and birth order significantly predicted dysfunctional social problem solving. Also, a comparison of the first and last children showed that a significant difference existed between the mean of first and last children in avoidant attachment style (first children were higher than that of last children). But there is no significant difference between first and last children in the dimensions of social problem-solving skills.
Highlights
During history, psychologists, philosophers and educational practitioners have stated that the ability to solve problems is one of the most crucial issues related to humankind’s welfare
Social problem solving is the process by which people attempt to identify or discover effective or functional solutions to problems that they experience in everyday living
In D’Zurilla et al.’s model, Social problem solving (SPS) is measured in 5 scales: Positive Problem Orientation (PPO), Negative Problem Orientation (NPO), Rational Problem Solving (RPS), Impulsivity/Carelessness Style (ICS) and Avoidant Style (AS) (Chang, D’Zurilla, & Sanna, 2004)
Summary
Psychologists, philosophers and educational practitioners have stated that the ability to solve problems is one of the most crucial issues related to humankind’s welfare. Social problem solving is the process by which people attempt to identify or discover effective or functional solutions to problems that they experience in everyday living. Good or effective problem solvers are likely to function more competently and experience less psychological distress when encountering difficult or stressful problems as compared to poor or ineffective problem solvers Social problem solving (SPS) is a cognitive-behavioral process and is a synonym for coping with stress and interpersonal communication. In D’Zurilla et al.’s model, SPS is measured in 5 scales: Positive Problem Orientation (PPO), Negative Problem Orientation (NPO), Rational Problem Solving (RPS), Impulsivity/Carelessness Style (ICS) and Avoidant Style (AS) (Chang, D’Zurilla, & Sanna, 2004). PPO and RPS are effective problem-solving mechanisms and AS, ICS and NPO are ineffective or poor problem-solving mechanisms. PPO is a constructive problem-solving cognitive set that involves the general disposition to: appraise a problem as a “challenge”, believe that problems are solvable (“optimism”), believe in one’s per-
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