Problem-solving Confidence Research Articles

A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental study

AimThis study aimed to examine if a cooperative intervention improved outcomes for a simulation-based paediatric nursing course. BackgroundFostering cooperative learning can enhance student engagement and improve learning. Simulation-based courses provide nursing students an opportunity to practice and hone nursing skills when hands-on experiences are limited. Providing instruction in cooperative learning could improve course outcomes. DesignA quasi-experimental study with pre-test/post-test assessments. MethodsThird-year nursing students enrolled in an 18-week paediatric simulation-based nursing course were purposively recruited (N = 110). One class (n = 55) received a researcher-developed cooperative learning program, which encouraged student support during class activities and simulations. The second class (control) received usual class instruction and simulations. The efficacy of the intervention was assessed by comparing mean scores at class enrolment (pre-test) and completion (post-test) for self-perceived problem-solving attitude, cooperative learning experience and knowledge of paediatric nursing. Paired t-tests compared pre-test with post-test scores for the two groups. ANCOVA examined differences in mean scores between groups. Correlations between differences in mean pre-test and post-test subscale scores for problem-solving attitude and cooperative learning experience were also examined. ResultsThere was no significant difference in age or gender between groups. Mean post-test scores on the final exam were significantly higher for students who received the intervention (85.26, 95 % CI 84.19, 86.33) compared with controls (83.61, 95 % CI 82.52, 84.69; F = 4.63, p = 0.034). There were no significant differences in total scores for problem-solving attitude or cooperative learning experience or between groups. For the intervention group, two problem solving subscales were correlated with two cooperative learning subscales: problem solving confidence with learning motivation, respectively (r = 0.302, p = 0.025) and personal control with classroom learning, respectively (r = 0.389, p = 0.003). For the control group, approach-avoidance problem solving was negatively correlated with cooperative learning efficacy (r = −0.343, p = 0.01). ConclusionsCompared with the control group, nursing students who received the cooperative learning intervention had higher scores for knowledge of paediatric nursing, as well as learning motivation and attitude and problem-solving confidence, suggesting that the researcher-designed intervention facilitated simulation-based learning as well as confidence in problem-solving. Nurse educators could easily integrate the intervention into simulation-based paediatric nursing courses to enhance students' problem-solving abilities.

프로젝트 기반 수업에서 문제해결력과 정의적 성취 간 관계

The purpose of this study was to investigate the correlation between problem-solving abilities, self-efficacy for group work, and affective achievements and examine the mediating effect of self-efficacy for group work in the relationship between problem-solving abilities and affective achievements targeting Meister high schools which conduct project-based learning. Analyzing 160 Meister High School students using SPSS and Process Macro Model 4, the result shows that the dependent variable, which is affective achievement, the independent variable, which is the problem-solving ability (problem-solving confidence and approach-avoidance style), and the mediating variable, which is self-efficacy for group work, show a significant correlation. In addition, self-efficacy for group work is completely mediated between problem-solving abilities and affective achievement, and sub factors of problem-solving abilities which are problem-solving confidence and approach-avoidance style are as well. Based on the results, it is found that self-efficacy for group work is a very important factor for successful project-based learning. And then, implications from the teaching methodological side are suggested.

Examining students’ problem-solving approaches in organic chemistry and its impact on performance and learning

This research paper examines the intricacies of problem-solving (PS) in organic chemistry (OC), exploring the internal and external factors that influence students’ success in this demanding discipline. Data was collected through a questionnaire administered to 128 City College of New York students during Spring and Fall semesters of 2022. The study revealed that students face challenges learning OC, which include memorization, understanding underlying concepts, and effective PS. Notably, there is a gap between students’ professed beliefs about effective PS strategies and their actual practices. While students acknowledge the importance of techniques such as annotation, trial and error, and questioning, they inconsistently apply these strategies in practice. Annotation emerged as a valuable tool, enabling students to externalize complex thought processes and reduce reliance on memorization. Trial and error, coupled with exposure to expert PS techniques, proved effective. The role of confidence in PS was highlighted, and the need to balance memorization of reactions and rules such as naming with a profound understanding of OC concepts was emphasized. Resonance as a justification for answers underscored the importance of understanding and applying principles rather than relying solely on memorization. The data highlights the importance of aligning beliefs with actions in the learning process and the need for a balanced approach that combines knowledge with effective PS techniques. The findings offer valuable implications for educators and students seeking to enhance their performance in OC.

학교 적응이 어려운 초등학교 6학년 남아의 인지 행동 놀이치료 사례연구 : 가상 현실(virtual Reality), 문제해결력(PSI), ‘양떼를 지켜라’ 문제 해결 스토리텔링을 중심으로

This study was to determine changes following a cognitive-behavioral play therapy intervention with two sixth grade boys with school maladjustment. Virtual Reality, Problem Solving Skills, and "Protect the Flock" were used to determine pre- and post-test changes, and the results showed, first, increases in the domains of attention, working memory, executive functioning, behavioral control, socialization, and impulse control as measured by VR, and second, increases in all domains of PSI except for Client A's problem-solving confidence. Third, the "Protect the Flock" revealed new strategies and responses in the sixth-grade boy and a change in his willingness to use them to actively solve problems. The study attempted to measure new outcomes of pre- and post-change, including a traditional screening tool, the Problem Solving Skills Scale, and a new screening tool, Virtual Reality and "Protect the Flock" and found positive changes following the intervention of a cognitive behavioral play therapy program.

Effectiveness of Cognitive Behavioral Therapy (CBT) on Psychological Distress among Mothers of Children with Autism Spectrum Disorder: The Role of Problem-Solving Appraisal.

Mothers of children with autism spectrum disorder (ASD) face considerable psychological distress. Cognitive behavioral therapy (CBT) has shown promise in reducing caregiver burden, but evidence in the Arab world is lacking. Problem-solving appraisal training may optimize CBT's benefits. This study evaluated a tailored CBT program emphasizing the role of problem-solving appraisal in managing distress through the process of CBT. Sixty mothers were randomly allocated in a 1:1 ratio to either the CBT intervention group or the control group. The CBT group received 3-month sessions incorporating problem-solving appraisal training within a CBT curriculum from October 2022 to April 2023. Problem-solving techniques are focused on equipping individuals with the skills to identify, approach, and effectively resolve problems, leading to a reduction in stress levels and an improved capacity to cope with difficult situations. All mothers completed assessments of socio-demographics such as age, level of education, marital status, occupation, and adequacy of family income, the Depression Anxiety Stress Scale (DASS-21) and the Problem-Solving Inventory (PSI) before and after the program. The CBT group showed significant pre-to-post reductions in depression, anxiety, stress, and general psychological distress compared to controls (all p < 0.05). They also exhibited significant improvements in problem-solving confidence, approach-avoidance style and personal control (all p < 0.05). The customized CBT program markedly improved psychological well-being for mothers of children with ASD in Egypt. Incorporating problem-solving techniques may optimize CBT's benefits cross-culturally. These findings have implications for the implementation of evidence-based support programs for families impacted by ASD worldwide.

Breaking Ground in Skill Assessment: The Construction and Validation of a Problem-Solving Scale for University Students

Students today is expected to possess 21st-century skills, one of which is Problem Solving Skills (PSS). The importance of mastering this skill needs to be accompanied by the availability of a measuring tool. This research addresses this need by developing and validating the Problem-Solving Skill Scale. The development of this scale is focused on guidance and counseling students. The research and development of this instrument follow the educational design research method according to Plomp and Nieveen. Four hundred students were involved to test the construct validity. Problem-solving skills were measured based on three aspects: (1) Problem-Solving Confidence, (2) Approach-Avoidance Style, (3) Personal Control. Data were analyzed using the Rasch model by the WinSteps software. The research results describe the instrument's quality, the person-item interaction , the item difficulty level (item measures), fit and misfit items, and the distribution of respondents' abilities and the distribution of item levels on the same scale, and the scale’s ability to measure what it intends to measure. The Rasch analysis results show that the PSS Scale is good, precise, and has item fit with the model. The PSS Scale is a valid and reliable measuring tool for accurately measuring students' problem-solving skills. This research discusses implications and recommendations for further research efforts to facilitate the improvement of problem-solving skills in students using this measurement tool.

Career Adaptability of Students at Vietnam National University, Ho Chi Minh City

This study elucidates the career adaptability of students at Vietnam National University, Ho Chi Minh City (VNU-HCM), through the analysis of survey data consisting of 380 samples collected in 2023. The data was gathered using a combination of quota sampling and convenience sampling methods. The theoretical foundation of this research is based on Savickas’ (2005) model of career adaptability [1]. The data analysis methods employed include descriptive statistics, exploratory factor analysis, reliability testing using Cronbach’s Alpha, One-way ANOVA, and T-Test, all conducted using SPSS software. The study focuses on third-year students and above, from six member schools of VNU-HCM. The results indicate that VNU-HCM students scored highest on future orientation and lowest on confidence. Among the 23 indicators of career adaptability, the highest average scores were observed in the areas of personal responsibility, concern for future careers, and the acquisition of new skills. Conversely, the indicators with the lowest average scores included planning to achieve goals, confidence in overcoming life's obstacles, and confidence in problem-solving. To enhance the career adaptability of VNU-HCM students, the study emphasizes the need for educators, counselors, and policymakers to support students in career planning; building self-esteem; enhancing decision-making skills; and fostering optimism. Additionally, there should be increased support for building student confidence to overcome obstacles and solve problems. Attention should also be given to differences in career adaptability among students of different majors, academic performance levels, and the positive, significant impact of part-time work on enhancing career adaptability for VNU-HCM students.

The Effect of Learning Satisfaction and Self-efficacy on Job Problemsolving Confidence in the National Job Competency Standard (NCS) Education of College Students Majoring in Skin Beauty

To examine whether NCS education is practically applied to the skin care major students who take the NCS curriculum, this study was identified and verified the factors affecting on job-problem-solving such as the actual state of NCS-based operation and perception, learning satisfaction, self-efficacy, and the factors affected on confidence in job problem-solving was analyzed. The composition of the survey consisted of a total of 41 questions in 4 areas: general characteristics (4 questions), NCS-based operation status and perception (9 questions), learning satisfaction and self-efficacy (16 questions), and career selection (6 questions). After verifying the reliability and validity of the measurement tool, questionnaire was composed. To analyze the data, 4 analysis as following frequency, reliability, factor, and multiple regression were applied using the SPSS 22.0 program. The module for identifying skin conditions in the learning module of the NCS-based operation practices out of NCS curriculum has an effect on increase confidence of the college students being able to solve a job problem after choosing a job and the improvement of professional knowledge such as skin condition identification can prevent from getting out of job. In the learning satisfaction field of NCS curriculum, the higher the skill improvement the skin beauty technic and the possibility of completion of a task through NCS curriculum, the higher the job problem-solving confidence, and In skin beauty college students' self-directed learning participation, the basic knowledge should be encouraged to build up by inducing technical knowledge and interest. In the self-efficacy field of the NCS curriculum, it was found that the more you try to think deeply about skin beauty, recognize the lack of self-skills through NCS education, and feel the need for education reinforcement, the more confident you are in solving job problems. In addition, among the deficient factors in academic performance at the university education level using NCS curriculum, class engagement and academic self-efficacy can act as factors that increase academic achievement. When job problems arise, the application of knowledge and skills acquired through NCS education is expected to affect job problem-solving confidence that can overcome obstacles arising after job choice. The NCS education of college students majoring in skin care was exposed to be a positive factor that improves job problem-solving confidence after employment by increasing learning satisfaction and self-efficacy.

Metacognitive Mechanisms in Psychological Resilience a Conceptual Framework and Empirical Studies

Resilience is a personal quality that enables a person to develop in adversity. Initially, the concept of resilience was derived from material science. Resilience can also possess organic characteristics, such as cellular resilience. Cellular resilience is their capacity to adapt to environmental changes. Because resilience relates to adaptation and dynamic development, it is more appropriate to describe psychological resilience in terms of organic functions rather than inorganic qualities like material resilience. Cognitive function plays a crucial role in resilience mechanisms. Resilient reintegration is to experience some insight through disruptions, which can occur in meta-level cognitive mechanisms. Metacognition is a conscious process that facilitates cognitive regulation. Metacognition is related to the ability to construct a clear and coherent self-narrative and good psychosocial functioning, which plays an essential role in resilience. Metacognition consists of metacognitive knowledge, metacognitive experience, and metacognitive skills. Learning goal orientation involves metacognitive knowledge as it entails declarative knowledge retained in memory, which includes information about the individual's knowledge of the goals pursued. Self-reflection or introspection is an aspect of a critical-thinking disposition that involves metacognitive experiences that can facilitate the reintegration of resilience. Cognitive flexibility is an individual's awareness of options and alternatives and their belief that they can be flexible, which is related to the metacognitive experience. Problem-solving also involves metacognitive experience, namely the existence of personal control, which explains an individual's ability to control themselves and problem-solving confidence in overcoming problems.

The effect of problem-solving skills on blood glucose regulation and disease management in children with type 1 diabetes mellitus.

This cross-sectional study examined the relationship between problem-solving skills, glucose regulation, and disease management in children with type 1 diabetes mellitus (T1DM) as well as the role of depression in this association. The participants (n=54) were recruited from adiabetes camp. Problem-solving inventory (PSI), Beck depression inventory (BDI), and diabetes self-management profile (DSMP) were administered as tests. Forty-six participants who have been diagnosed with T1DM for at least a year and completed the survey were included in the analyses. Participants were categorized into high and low depression groups based on the median split. Student's t-test was used to detect demographic differences in groups. Linear regression models were used to examine the association between PSI, HbA1c, and DSMP. Regressions for PSI and DSMP were repeated in low and high-depression groups. Of the 46 participants with T1DM, 52 % were female, with a mean age of 13.96 ± 1.94 (range 10-17). Avoidant and monitoring style of problem solving as well as the total score of PSI significantly predicted HbA1c levels. Impulsive and avoidant style of problem solving, problem-solving confidence, and total scores of PSI significantly predicted DSMP (p<0.05). The high depression group had a significantly higher DSMP score than the low depression group (p=0.001), with no difference in HbA1c levels (p=0.968). When the DSMP regressions were repeated, no significant associations were seen in the low depression group. Avoidant style of problem solving, problem-solving confidence, and the total score of PSI significantly predicted DSMP in the high depression group (p<0.005). Problem solving-skills are essential in children with T1DM for a successful disease management. Depression modulates the association between the problem-solving and self-management profile.

Can High-Fidelity Patient Simulation Be Used for Skill Development in Junior Undergraduate Students: A Quasi-Experimental Study.

High-fidelity patient simulation (HFPS) is widely used in professional training to enhance students' competence in clinical management. A guideline for HFPS provides a systematic approach to direct students to learning during the simulation process. Problem-solving (PS) and clinical reasoning (CR) skills are essential to developing students' professional competence in safe and effective care. These two skills should be initiated in the early training. A structured guideline was developed for HFPS. This study aimed to investigate the effects of the structured HFPS guideline on the development of PS and CR skills in junior nursing students. The students were required to go through four sessions, pre-briefing, simulation design, facilitation, and debriefing, for the HFPS; the study utilized the Problem-Solving Inventory (PSI) and the Nurses' Clinical Reasoning Scale (NCRS) to measure PS and CR abilities before and after HFPS. Bivariate analysis, a one-sample t-test, and an independent t-test were performed to evaluate the performance of the PS and CR skills during the two study periods. A total of 189 students were recruited, with 92 in the intervention group and 97 in the control group. The research assistant was responsible for student recruitment through email invitations and allocating the students into the control group or the intervention group. A Wilcoxon analysis was performed and revealed significant differences in PS and CR between the two groups (p < 0.001). The analytic results showed that the PSI, particularly in domains of Problem-Solving Confidence (PSC) (p < 0.001) and overall PS (p < 0.001), and the CR (p < 0.001) had significant improvement after HFPS, particularly in the intervention group. The study concluded that the structured HFPS guideline significantly improved the students' problem-solving and clinical reasoning abilities. Nurse educators play an important role in providing explicit learning instructions in a simulation guideline that directs and guides students to learn at each stage of HFPS. The students can be directed to be engaged in their learning through HFPS to enhance their competence in knowledge and skill development (PS and CR) for their personal and professional development.

마이크로티칭을 활용한 수업이 예비유아교사의 교수효능감 및 문제해결력에 미치는 영향

Objectives TThe purpose of this study is to figure out the influence of the instructional work utilizing microteaching upon pre-service early childhood teachers’ teaching efficacy and problem solving ability.&#x0D; Methods To this end, the questionnaire survey and the self-directed reflective journal were carried out targeting 32 pre-service early childhood teachers who took a language guidance course in the first semester of 2022. The materials that were collected here were implemented the effect analysis by dependent variable through descriptive statistics and paired-sample t- test by using SPSS 21.0(ver.) statistical program. To back up the result, the self-directed reflective journal, which is qualitative data, was parsed.&#x0D; Results First, the instructional work using microteaching had a positive impact on the improvement in the teaching efficacy of pre-service early childhood teachers. There was an effect of promoting both the general teaching efficacy and the individual teaching efficacy as sub factors. Second, the instructional work utilizing microteaching had a positive influence upon the betterment in the problem solving ability of pre-service early childhood teachers. There was an impact of enhancing all the factors in the problem solving confidence, the approach &amp; avoidance style, and the personal control as sub factors.&#x0D; Conclusions The instructional work utilizing microteaching led to being very effective for pre-service early childhood teachers to upgrade their teaching behaviors and further to organize classes, and to becoming an opportunity of having confidence and conviction as a teacher. In addition, the process of reorganizing a class from the perspective of young children connects theory and practice, thereby having an important significance in acquiring the practical skills along with the intellectual realm.

Curiously different: Interest-curiosity and deprivation-curiosity may have distinct benefits and drawbacks

BackgroundResearch suggests that curiosity is associated with many positive variables and that these may be benefits of curiosity, but researchers have scarcely considered (a) which types of curiosity these potential benefits pertain to and (b) the potential drawbacks of curiosity. The present study examined the relationships of interest- and deprivation-type curiosity with four potential benefits that previous research has linked to curiosity (higher happiness, problem-solving confidence, open-mindedness, and empathic listening skills) and two potential drawbacks (higher distractibility and indecisiveness). MethodAdults from the United Kingdom (N = 393) of diverse ages and socio-economic backgrounds completed an online questionnaire measuring dispositional interest- and deprivation-type curiosity, happiness, problem-solving confidence, open-mindedness, empathic listening skills, distractibility, and indecisiveness. FindingsAs predicted, interest-curiosity was positively associated with all benefit variables, and surprisingly was negatively associated with both drawback variables. Deprivation-curiosity was positively associated with only one benefit variable (empathic listening) and one drawback variable (indecisiveness). ConclusionFindings suggest that different curiosity types do not necessarily share the same potential benefits and drawbacks, and that interest-curiosity may be associated with more benefits than deprivation-curiosity. Future research should investigate the type-specificity of other potential benefits of curiosity, as well as investigate more potential drawbacks of curiosity.

Using Triathlon Camp to Develop Youth Life Skills among Diverse Campers

Innovative recreation services, such as non-traditional camps, can help provide diverse youth a chance to engage in physical activity, develop healthy relational skills, and meet others. Twenty-two participants took part in a new, 1-week triathlon camp held on a Mid-Atlantic University campus. Participants were recruited through local parks and recreation agencies and local youth running clubs. Scholarships were given to participants who expressed financial challenges through a USA Triathlon Youth Grant. The 1-week day camp took place on a college campus. The camp served the surrounding neighborhoods, which was accurately represented in the camper demographic (i.e., half the campers were youth of color). During the week, the campers swam, biked, ran, rock climbed, and participated in other multi-sport activities to help develop proper form and skills for triathlon. As guided by the USAT Splash, Spin, Sprint Camp manual, campers participated in daily swimming, cycling, running, and other related exercises. In addition, the camp included traditional camp activities such as indoor rock climbing, participation on a challenge course, and crafts. Eighty percent of the campers indicated they now want to do a triathlon, and 95% shared that they will tell their friends about the sport of triathlon. Using the practitioner-friendly American Camp Association’s Youth Outcomes Battery, campers indicated gains in competence, teamwork, and problem-solving confidence. The findings of this evaluation study provide evidence-based support for the potential of triathlon camp to enhance important developmental outcomes. The results from the evaluation support the desired outcomes for this type of camp, and with USA Triathlon support, other recreation services can use this model to replicate. A unique aspect of this program was its setting and participant composition. That is, this day camp, hosted in an urban area, had a diverse group of campers with youth from various ethnic and sport backgrounds. Over half (60%) of the campers were of color, providing evaluation data from often underrepresented groups of interest. This program evaluation provides a template for other camps on campus model to focus on diversity, equity and inclusion of our youth. Currently, there is only one African American female professional triathlon in the United States. We need to be more intentional offering unique programs (e.g., triathlon camps and nonprofits) to all youth. Grants can be pursued by camps, municipal parks and recreation, nonprofits to remove some of the financial barriers preventing many youth of color from exploring the sport of triathlon.

Cross-Course Harmonized Assignments in Neuroscience.

Neuroscience is inherently interdisciplinary. This interdisciplinarity can be lost due to the self-contained nature of each course in most undergraduate neuroscience programs, leaving students to draw these cross-course relationships on their own. We sought to address this by using short, creative research assignments on a topic of the student's choice ("Deep Dive" assignments) that provided students with the opportunity to explore common applications across two concurrently run core neuroscience courses housed in different departments. We tested whether unifying the available Deep Dive topics across the two courses improved student outcomes. Specifically, students were asked to select a topic of interest from a shortlist shared in the two courses. Our results show that harmonized, concurrent creative assignments across dissimilar neuroscience courses improved outcomes related to student interest in material, confidence in creative problem solving, content recall for the other course, and applicability to real life. To our surprise, there was no added benefit to be in the same topic for both courses. Instead, the addition of harmonized Deep Dive assignments themselves, even if assigned on different topics across the two courses, drove the outcome improvement.

Leading towards the students’ career development and career intentions through using multidimensional soft skills in the digital age

PurposeIn the digital age, the development of students’ career intentions requires serious concentration since these are associated with the students’ future employment and, ultimately, their survival. This study attempted to demonstrate in Pakistan’s Higher Educational Institutes (HEIs) the role of soft skills towards the students' career development (CD) and their future career intentions (CI).Design/methodology/approachIn this study, the researchers used a quantitative approach and a questionnaire to collect the data from the surveyed participants. Finally, the researchers based this study’s findings on 392 useable samples.FindingsBy employing the structural equation model (SEM), this study’s findings show that soft skills, such as Creative Self-Efficacy (CSE), Problem-Solving Confidence (PSC) and Teamwork (TW) have a positive and significant effect on CD and CI. However, while Critical thinking and Creativity (CRC) has a positive and significant effect on CD, it has no effect on CI. In addition, this study’s findings confirm, also, that CD has a positive and significant effect on CI.Practical implicationsThis study’s findings assist policymakers and university administrators to understand the importance of soft skills in creating CD and CI. These promote the development of employability skills and fulfill its part in preparing graduates for the unpredictable job market. This study’s findings help, also, to develop logical reasoning in making decisions and in dealing with complex organizational issues.Originality/valueIn a practical way, in Pakistan, this study’s findings confirm the role of soft skills towards students' CD and CI.

Hands of confidence: When gestures increase confidence in spatial problem-solving.

This study examined whether the metacognitive system monitors the potential positive effects of gestures on spatial thinking. Participants (N = 59, 31F, Mage = 21.67) performed a mental rotation task, consisting of 24 problems varying in difficulty, and they evaluated their confidence in their answers to problems in either gesture or control conditions. The results revealed that performance and confidence were higher in the gesture condition, in which the participants were asked to use their gestures during problem-solving, compared with the control condition, extending the literature by evidencing gestures' role in metacognition. Yet, the effect was only evident for females, who already performed worse than males, and when the problems were difficult. Encouraging gestures adversely affected performance and confidence in males. Such results suggest that gestures selectively influence cognition and metacognition and highlight the importance of task-related (i.e., difficulty) and individual-related variables (i.e., sex) in elucidating the links between gestures, confidence, and spatial thinking.

Blended Engineering Design Process Learning Activities for Secondary School Students during COVID-19 Epidemic: Students’ Learning Activities and Perception

This study aims to present the teaching and learning activities of Engineering Design Processes (EDP) to secondary school students. The proposed teaching technique used was blended learning, which integrated group activities based on online learning and individual hands-on activities through independent study at home. The context of COVID-19 medical mask protection was used in comparison to the current situation. In order to test the effectiveness of the proposed learning activities, a single-group pretest–posttest design was employed to explore (a) the students’ perceptions of their problem-solving confidence before and after they underwent the proposed learning technique and (b) students’ perceptions of the designed course. After they had finished the 4 weeks of learning activities, the students were asked to complete the Students’ Perception on Problem-Solving Skill Questionnaire (SPPSS) and the Students’ Perception towards the Proposed Blended Engineering Design Process learning activities Questionnaire (SPBEDP) in order to gauge how confident they felt in their ability to solve problems and how they felt about the proposed course. There were 30 seventh-grade students enrolled in this course. An increase in the level of problem-solving confidence was found in the students after they were subjected to the proposed activities. Moreover, the students mentioned that, based on the proposed activities, “Identify Problem and Need”, “Design a Solution”, and “Developing Prototype” are the Engineering Design Process learning steps they enjoyed most since they were the steps in which they could use their creativity, and they were hands-on, fun, easy, challenging, and provided them with an opportunity to choose issues in which they are interested.

Toward a Positive Life beyond COVID-19: Problem-Solving Appraisal as a Resistance Resource in the Relationship between Stress and Well-Being in Students.

The COVID-19 pandemic is a major global stressor that has been associated with elevated risk of negative mental health symptoms. As a helping profession, our main task should be identifying factors that may shield individuals from the negative consequences of stress, rather than only focusing on the causes and symptoms of stress. One such factor, identified in the literature, is an individual's perception of their problem-solving skills. In this study we investigate the role of problem-solving appraisal in the association between perceived stress and psychological well-being. Participants were students (n = 322) who completed the Problem Solving Inventory, the Perceived Stress Scale, the short forms of the trait scale of the State-Trait Anxiety Inventory, and the Beck Hopelessness Scale. The results demonstrate the health-sustaining benefits of problem-solving appraisal, as all dimensions of problem-solving appraisal (problem-solving confidence, approach-avoidance style, and problem-solving control) were directly associated with hopelessness and anxiety. The stress-buffering role of problem-solving appraisal with respect to hopelessness was demonstrated through the interaction between perceived stress and problem-solving appraisal. However, problem-solving appraisal did not buffer the effects of stress on anxiety. The findings indicate that problem-solving appraisal may be an important protective resource that could be beneficial for coping with other negative events and experiences beyond COVID-19. The implications of these findings for interventions are discussed.

How Do Mind-Body Practices Benefit Employees? A Daily Diary Study of Mind–Body Practices after Work and Employees’ Next-Day Proactive Behavior

Although it is becoming increasingly popular for organizations to offer programs of mind–body practices to their employees to improve their physical and mental health, the effects that after-work sessions of mind–body practices have on employees’ work behavior remain unclear. Using the model of proactive motivation and experience sampling, this study explored the relationship between employees’ mind–body practices after work and their proactive behavior in the workplace on the following day. A multilevel path analysis of data from 82 employees over seven consecutive workdays showed that employees’ mind–body practices after work had a positive effect on their proactive behavior in the workplace on the following day. The relationship was mediated by next-day high-activated positive affect and problem-solving confidence. Furthermore, job control positively moderated the relationship between high-activated positive affect and proactive behavior but not that between problem-solving confidence and proactive behavior. We discuss the theoretical and practical implications of these findings, and propose future research directions.