The role of interpersonal context in the assessment of social problem-solving skills

Abstract

Social problem solving (SPS) has often been conceptualized as a set of interrelated skills that can be applied generically to a variety of situations. This study examined differences in young adolescents' SPS skills as a function of the interpersonal features inherent in the problem situation, namely whether the partner was a friend or an acquaintance. It also assessed the differential association between SPS skills in each of these contexts and teacher ratings of students' social competence. Results indicated higher quality responses to a hypothetical peer conflict situation with a friend relative to an acquaintance. Furthermore, the SPS skills exhibited in the friendship condition were significantly correlated with teacher judgments of student competence, whereas the skills displayed in the acquaintance condition were unrelated to competence ratings. These findings suggest the importance of considering interpersonal features of the situation when conducting SPS skill assessments.