Positive Problem Orientation Research Articles

Factors Influencing Anxiety in MZ Generation Workers: Occupational Stress, Social Problem Solving, Work as Meaning, and Work-Life Balance

Purpose: This study aimed to examine factors influencing the anxiety levels of MZ generation workers, including occupational stress, social problem solving, work as meaning, and work-life balance.Methods: This study used secondary data from 503 MZ generation workers which was originally collected in a mental health study of workers applying machine learning techniques. Data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, Pearson’s correlation analysis, and stepwise multiple regression analysis with SPSS 26.Results: Results indicated that the job demand and job insecurity subscales of occupational stress, negative problem orientation, avoidance style, and impulsive & careless style of social problem solving scale were identified as significant factors that increased anxiety. In contrast, the job control subscale of occupational stress, work-life balance, the greater good motivation subscale of work as meaning, and positive problem orientation of social problem solving scale were identified as important factors that reduced anxiety. These factors collectively explained approximately 49% of the variance in anxiety among MZ generation workers.Conclusion: The findings suggest that it is essential to manage occupational stress with an optimistic perspective, develop social problem solving skills with a sense of meaning at work and maintain a great work-life balance to reduce anxiety among MZ generation workers.

The Role of Social Problem-Solving and Prosocial Behavior in First Aid Willingness among Adolescents in Hungary.

First aid is a key factor in preventing further deterioration in an accident, saving lives, or improving treatment in emergencies. However, the reasons behind the willingness to provide first aid are still unclear. Therefore, this study aimed to investigate the role of social problem-solving and prosocial behavior in the dimension of first aid willingness. Self-administered questionnaires were used to evaluate the dimensions of first aid willingness (first aid willingness for peers, first aid willingness for strangers, knowledge, and negative emotions), social problem solving (positive problem orientation, negative problem orientation, rational problem solving, avoidance style, and impulsivity/carelessness) and prosocial behavior. A total of 497 school-aged students between the ages of 12 and 15 years (201 boys and 296 girls) participated in this study. Our results showed that positive problem orientation (p < 0.05) and rational problem solving (p < 0.001) are significant factors in determining first aid willingness for both peers and strangers. On the other hand, avoidance style orientation (p < 0.05) has a negative influence on the willingness to provide first aid to peers and strangers. Negative problem orientation (p < 0.001) only predicted negative emotions related to emergencies. Furthermore, prosocial behavior (p < 0.001) was more strongly associated with first aid willingness than social problem solving. Our study suggested that improving social competence could be a key factor in increasing first aid provision in real time, which could save lives in emergencies.

Толерантность к неопределенности и суеверность как личностные ресурсы решения социальных проблем учащейся молодежью

&lt;p&gt;The phenomena of tolerance/intolerance to uncertainty and belief in the paranormal as personal resources for solving social problems by students were examined. The relevance of the topic is due to an attempt to identify the necessary personal determinants that help to effectively cope with life difficulties in the face of the uncertainty and multitasking in the modern world. Hypotheses about the inverse correlation between tolerance to uncertainty and superstition, as well as the direct correlation between tolerance and a rational style and positive orientation, belief in the paranormal with a negative orientation, an avoidant and impulsive style of solving social problems have been put forward. The results of an empirical study conducted among university students studying at the social science, humanities and medical faculties are presented (N=252), aged 18 to 21 years. A set of diagnostic techniques was used: the questionnaire for solving social problems by M.M. Danina et al., the "Paranormal Belief Scale" by J. Tobacyk (adaptation by D.S. Grigoriev), the modified questionnaire of tolerance to uncertainty by S. Badner (adaptation by T.V. Kornilova, M.A. Chumakova). According to the results of the study, it was found that students have a low tendency towards superstition and more often use a rational style when solving social problems. They are also characterized by a predominantly positive problem orientation. The direct correlations of tolerance to uncertainty with a rational style and positive problem orientation, as well as negative connections with avoidant and impulsive styles, a negative problem orientation were found.&lt;/p&gt;

Problem orientation as a moderator of the relation between discrimination and passive suicidal ideation

BackgroundPassive suicidal ideation (i.e., the desire to be dead) may be an important, yet understudied, risk factor for suicidal behavior. Experiences of discrimination have been linked to greater severity of suicidal ideation though less work has examined factors that influence this relation. Though not explicitly tested, prior work suggests that problem orientation, defined as an individual's general beliefs about problems in daily life, may be an important moderator of this relation. In the present study, positive and negative problem orientation were hypothesized to moderate the relation between everyday discrimination and past month frequency of passive suicidal ideation. MethodThe study consisted of a diverse (62.4 % non-White; 21.4 % Latino/a/x; 27 % sexual minority) adult sample (N = 392; Mage = 20.24, SD = 2.49, 67.3 % female) recruited from a U.S. Mid-Atlantic college campus. Discrimination, problem orientation, past-month depressive symptoms, and past-month frequency of passive suicidal ideation were assessed using self-report measures. A single path model with Bayesian estimation was used to evaluate concurrent relations among study variables. ResultsAfter controlling for depressive symptoms, sex, sexual identity, and age, positive problem orientation buffered the impact of lifetime discrimination on past month passive suicidal ideation (b = -0.01, 95 % credibility interval [CI]: [-0.008, -0.001]). Negative problem orientation did not moderate this relation (b = 0.00, 95 % CI: [-0.002, 0.003]). LimitationsStudy design was cross-sectional in nature. ConclusionsResults suggest that bolstering positive problem orientation in treatment with young adults who have experienced discrimination may help reduce suicide risk.

Social problem-solving in intimate partner violence victims: Exploring the relative contributions of shame and PTSD symptoms.

This study examined the contributions of shame and posttraumatic stress disorder(PTSD) symptoms to two dimensions of social problem-solving. A sample of 426 women who were seeking mental health assistance following experiences of intimate partner violencecompleted self-report and clinician measures. Separate path analyses were conducted for problem orientation and problem-solving styles. In the model examining problem orientation, higher levels of shame were significantly associated with lower levels of positive problem orientation (f2 = 0.32) and higher levels of negative problem orientation (f2 = 0.92), with large effects noted. PTSD symptoms were significantly, positively associated with negative problem orientation (f2 = 0.3, large effect). When examining problem-solving styles, shame showed a significant negative association with rational style (f2 = 0.08, small effect) and significant positive associations with impulsive style (f2 = 0.45, large effect) and avoidant style (f2 = 0.48, large effect). PTSD symptoms did not return significant associations with any of the three problem-solving styles. Results indicate that shame holds notable associations with both dimensions of social problem-solving, relative to PTSD symptoms, and are discussed in light of current models of post-trauma functioning. Implications for clinical care and early intervention efforts are highlighted.

Assessment of Social Problem-Solving Self-Efficacy of Freshmen Engineering Students

Abstract—This paper presents an instrument designed to assess the Social Problem-Solving Self-Efficacy of freshmen engineering students. This instrument included 34 items and comprised of 5-dimensions: rational problem solving (RPO), positive problem orientation (PPO), avoidance style (AS), negative problem orientation (NPO) and impulsivity or carelessness style (ICS). This instrument was administered in the fall 2019 to freshmen engineering students at a large private southern Indian university. Exploratory factor analysis revealed 4-factors: positive approach towards problems (PAP), AS, NPO and ICS. For these 4-factors, Cronbach’s alpha ranged between 0.63 to 0.87. t-test was conducted on the 4-factors to find the differences related to gender, background, and prior experience. For PAP, participants with prior experience reported higher self-efficacy than the participants without experience. For AS and NPO, participants without prior experience reported higher self-efficacy than the participants with experience. However, there were no significant difference on the four factors with respect to gender and background. Keywords—exploratory factor analysis; freshmen engineering; self-efficacy; social problem-solving; survey instrument

Mediating Role of Social Problem-Solving on the Relationship between Autistic Traits and Depression in a Non-Clinical Iranian Sample.

Research on the role of social problem-solving in the relationship between autistic traits and depression is still in its nascent stage and more detailed research is required. We aimed to investigate the mediating role of problem-solving in the relationship between autistic traits and depression. A sample of 376 university students were assessed on depression, problem-solving and autism-spectrum quotient in 2019 at Shahed University, Tehran, Iran. Social problem-solving played the role of a partial mediator in the relationship between autistic traits and depression. Positive problem orientation and negative problem-solving style fully mediated the effects of autistic traits on depression. Since people with autistic traits have deficits in problem-solving strategies, they may be vulnerable to symptoms of depression. Increasing the ability of positive problem-solving and decreasing negative problem orientation may serve as a buffer against depression in people with autistic traits.

A network analysis of social problem-solving and anxiety/depression in adolescents.

Social problem-solving (SPS) involves the cognitive-behavioral processes through which an individual identifies and copes with everyday problems; it is considered to contribute to anxiety and depression. The Social Problem-Solving Inventory Revised is a popular tool measuring SPS problem orientations and problem-solving styles. Only a negative problem orientation (NPO) is considered strongly related to anxiety and depression. In the present study, we investigated the detailed connections among the five components of SPS and 14 anxiety-depression symptoms and specified the role of NPO and other components in the anxiety-depression network. We employed network analysis, constructed circular and multi-dimensional scaling (MDS) networks, and calculated the network centrality, bridge centrality, and stability of centrality indices. The results were as follows: (1) the MDS network showed a clustering of anxiety and depression symptoms, with NPO and avoidance style components from SPS being close to the anxiety-depression network (demonstrated by large bridge betweenness and bridge closeness); (2) the NPO and positive problem orientation from SPS were most influential on the whole network, though with an opposite effect; (3) strength was the most stable index [correlation stability (CS) coefficient = 0.516] among the centrality indices with case-dropping bootstraps. We also discussed this network from various perspectives and commented on the clinical implications and limitations of this study.

CORRELATION BETWEEN EMOTION REGULATION AND SOCIAL PROBLEM - SOLVING SKILLS DURING THE COVID-19 PANDEMIC

The research objective was to investigate the relationship between emotion regulation and social problem-solving skills among adults during COVID-19 pandemic. The theoretical basis of the research is the Adaptive Coping with Emotions Model and Social problem-solving model. The participants of the study were 2608 Latvian residents aged 18 to 75 years (M = 46.4, SD = 13.9). Respondents filled in a socio-demographic survey, Emotion Regulation Skills Questionnaire and Social Problem-Solving Inventory-Revised version. The results revealed the relationship between emotion regulation and social problem-solving skills in adults, the closest relationship between positive problem orientation, rational problem-solving style and total emotion regulation skills. There are differences in total emotion regulation skills and almost all social problem-solving skills subscales between age groups, except for impulsive problem-solving, and differences in total emotion regulation skills and almost all social problem-solving skills subscales between groups with different levels of education, except for avoidant problem-solving. It is concluded that the development of emotion regulation skills can contribute to the improvement of social problem-solving skills, and with changes in age and level of education, the ability to regulate emotions and to cope with various social problems changes.

The role of problem-solving ability, beyond academic motivation, in college students’ psychological adjustment

AbstractIn the changing and demanding university context, various situations are experienced wherein abilities to maintain motivation and activate problem solving could be relevant in students’ adjustment. Beyond the widely analyzed role of academic motivation, this study focused on the added value of social problem-solving ability in student adjustment in the academic context. Analyses based on the responses obtained from 253 students (197 women and 56 men) indicated the significant role of social problem-solving ability in student adjustment, with a small additional amount (f2 = .09) 9% of variance in life satisfaction and medium additional amount (f2 = .17) 15% of variance in depressive symptoms, beyond academic motivation. In particular, negative problem orientation was an important predictor of depressive symptoms (β = .41, p &lt; .001) and life satisfaction (β = − .26, p &lt; .001); however, positive problem orientation was only an important predictor of life satisfaction (β = .21, p &lt; .01). This study also showed the predictive role of the value, expectancy, and affection components of motivation in student adjustment. Overall, the findings highlight the relevance of training in problem-solving orientation and motivational components to improve college students’ general well-being.

Challenges and Solutions for Teachers' Use of Interactive Whiteboards in High Schools

The paper reports on the challenges teachers encountered in the use of interactive whiteboards in high schools to make improvement. The Gauteng Department of Basic Education's robust paperless initiative of introducing tablets, interactive whiteboards (IWBs), and smart classrooms in all public schools in Gauteng Province, motivated this study. In addition, little is known about teachers' academic self-efficacy when using an IWB-based teaching method. It was found that teachers experienced challenges in utilizing the IWB in teaching and learning. Participants were 123 teachers from four high schools in Tshwane North District, Gauteng, South Africa. More than half (57.8%) of the teachers were females. Most of the teachers (92.7%) received formal training on the use of IWBs. The mixed method was applied to better understand the phenomenon. Observation and individual semi-structured interviews were used to collect data for the qualitative aspect. On the other hand, Bandura's adapted problem-solving self-efficacy survey questionnaire was used to address the quantitative part. Quantitative data were analyzed using SPSS version 25 frequency distributions and percentages. On the other hand, qualitative data were analyzed with the aid of Atlas ti. The results show that 75.6% of the teachers indicated that they cannot solve problems at 90% when using IWBs in class. The challenges found in this study relate to technic, teaching material and lessons, lack of engagement, health, and lack of electricity. It was indicated that if teachers could adopt positive problem orientation, they could be successful in solving the problem with the use of IWBs. It is necessary to investigate the efficacy of the solutions presented in this study when using IWBs.

Coping during COVID-19: The Impact of Cognitive Appraisal on Problem Orientation, Coping Behaviors, Body Image, and Perceptions of Eating Behaviors and Physical Activity during the Pandemic.

Large surveys indicate that many people perceive that their health behaviors (i.e., eating behaviors, physical activity, and self-care routines) and body image have changed during COVID-19; however, large individual variation exists. A person’s cognitive appraisal of COVID-19 disruptions may help account for individual differences. Those with a negative problem orientation perceive problems as “threats”, whereas those with a positive problem orientation reframe problems as “opportunities”. The present experimental study examined the impact of appraisals, specifically being prompted to reflect on the changes in health routines precipitated by COVID-19 restrictions as either “threats” or “opportunities”, on problem orientation, coping behaviours, body image, and perceptions of eating behaviors and physical activity in a sample of female undergraduate students (N = 363). The group that reflected on challenges/barriers reported having a more negative problem orientation, being more negatively impacted by COVID-19, engaging in more maladaptive coping behaviors, and having less positive body image compared to participants who reflected on opportunities presented during the pandemic. Findings suggest that appraisals and problem orientation are malleable, and that people who tend to fixate on the challenges associated with COVID-19 may benefit from strategically reflecting on their own resilience and new opportunities that have arisen for engaging in health behaviors.

Psychosocial Functioning Among Caregivers of Childhood Cancer Survivors Following Treatment Completion.

To inform efforts to better support caregivers of children with cancer during the transition from treatment to survivorship, this study sought to characterize caregiver mental health-related quality of life (HRQOL) and anxiety, and examine the influence of family psychosocial risk and caregiver problem-solving on these outcomes. Participants included 124 caregivers (child age M = 10.05 years; SD = 4.78), 12-19 months from the conclusion of cancer-directed treatment. Participants' self-reported mental HRQOL, anxiety, and problem-solving were compared with community norms using t-tests. Correlations and hierarchical multiple regressions examined the influence of psychosocial risk and problem-solving on caregiver mental HRQOL and anxiety. Overall, caregivers reported HRQOL and anxiety within normal limits. Caregivers also reported more adaptive patterns of problem-solving than community norms. Subsets of caregivers reported clinical levels of psychosocial risk (11%) and at-risk levels of mental HRQOL (2.5%) and anxiety (5.7%). Females reported greater anxiety than males. Psychosocial risk and negative problem orientation (NPO) were both related to poorer mental HRQOL and greater anxiety (r = .40-.51, p's < .001). Positive problem orientation related to better mental HRQOL and lower anxiety (r = .18-.21, p's < .05). Impulsivity/carelessness and avoidance were associated with greater anxiety (r = .19-.25, p's < .05). Only NPO accounted for additional variance in mental HRQOL and anxiety, over and above psychosocial risk and demographic characteristics. The majority of caregivers appear to be resilient and experience limited distress during the off therapy period. Targeting negative cognitive appraisals (NPO) through cognitive-behavioral therapy or problem-solving skills training may further improve caregiver psychosocial functioning.

Social problem-solving, life satisfaction and well-being among high school and university students

ABSTRACT Students face several challenges when transitioning to a new school level. This necessitates an exploration of the personal features supporting their adjustment, which may provide valuable insights for intervention programs and counseling services at institutions. We employed a sample of 9th- to 10th-grade high school students (N = 255) and 1st- to 2nd-year university students (N = 320) and adopted a longitudinal design to examine the relation between their social problem-solving, life satisfaction and school well-being and how they change in a new institutional environment during the first year. The participants answered the Hungarian version of the Social Problem-Solving Inventory–Revised, the Negative Problem Orientation Questionnaire, the Satisfaction with Life Scale and the School Well-being Questionnaire. The results revealed a similar pattern in social problem-solving and negative problem orientation among high school and university students. Positive problem orientation decreased while negative problem orientation and avoidance increased. Negative orientation toward social problems significantly affected life satisfaction and well-being in school. This study then discussed the implications of these findings for interventions supporting students’ social problem-solving and well-being.

A quasi-experimental study of specialized training on the clinical decision-making skills and social problem-solving abilities of nursing students

Background: In Asian countries, clinical practice places little emphasis on developing the clinical decision-making skills and social problem-solving abilities of nursing students. Objective: This study explored whether a 3-months-in-1-unit training program improved nursing students' clinical decision-making skills and social problem-solving abilities compared to the 1-month-in-1-unit rotation program. Methods: A quasi-experimental study was conducted. A 3-months-in-1-unit training program was conducted in the intervention group (n = 77), rountine1-month-in-1-unit rotation was conducted in the control group (n = 73). Clinical decision-making skills and problem-solving abilities were measured using the Chinese version of the Clinical Decision-Making Nursing Scale and the Social Problem-Solving Inventory–Revised. Results: Nursing students in the intervention group scored higher clinical decision-making skills (t = 7.677, p < 0.05), positive problem orientation (t = 18.359, p < 0.05), negative problem orientation (t = −3.711, p < 0.05), and rational problem-solving (t = 2.312, p < 0.05) than the control group. Conclusions: The 3-months-in-1-unit specialized training program had a significant positive impact on students’ clinical decision-making skills and social problem-solving abilities.

The effects of CPBL + SBAR teaching mode among the nursing students

ObjectiveTo investigate the effect of CPBL (Problem Based Learning on Case) combined with SBAR (Situation, Background, Assessment and Recommendation) mode in clinical teaching for nursing students. BackgroundClinical internship training is the key step for the nursing education. The clinical thinking ability of Chinese nurses is mostly at the middle or low level. To improve clinical thinking ability, especially critical thinking, is of great significance to the nursing practice education. Methods102 nursing students of the Third Xiangya Hospital, Central South University were selected as the participants from June 2018 to September 2019. We applied the CPBL + SBAR mode to the participants during the practice teaching, and conducted questionnaires and semi-structured interview pre- and post-intervention. ResultsAfter intervention, the nursing students' scores of critical thinking ability (311.47 ± 22.67) were higher than those before intervention (289.75 ± 19.94); the total score (69.84 ± 6.217) and scores in four dimensions of positive problem orientation (RPO), negative problem orientation (NPO), avoidance style (AS) and impulse neglect style (ICS) were all lower than that before intervention (75.53 ± 6.09); the score of rational problem solving (RPS) (18.38 ± 2.714) was higher comparing to the that of pre-intervention (17.11 ± 2.20); the difference was statistically significant (P < 0.05). The approval rate of nursing students to the positive effect of CPBL + SBAR teaching mode was from 78.43% to 93.13%. The semi-structured interview suggested that the model was worth promoting, but the implementation duration was limited. ConclusionCPBL + SBAR teaching mode could improve the nursing students' critical thinking and problem-solving ability. The nursing students and teachers' satisfaction to the new teaching mode was high.

Problem Solving Therapy for Home-Hospice Caregivers: A Pilot Study

This pilot study examined the effects of Brief Problem-Solving Therapy on caregiver quality of life, depression, and problem-solving in family caregivers of hospice patients. Thirty-seven family caregivers to home-based hospice patients (mean age 62.8 [SD = 12.32]) were randomized to the study group (PST-Hospice), for a 45 minute per week/5 week intervention or comparison group of usual care plus caregiver education (UC + CE). The severity of depressive symptoms, caregiver quality of life and problem-solving functioning were assessed at baseline and follow-up. At post-test, the PST-Hospice condition had significantly higher scores on caregiver quality of life compared to UC + CE. On the Social Problem Solving Inventory-Revised Short Form (SPSI-R) measure, PST-Hospice scores clinically improved as compared to UC + CE on Positive Problem Orientation and Rational Problem-Solving subscales. In addition, this pilot study found that brief problem-solving treatment delivered by a hospice social worker appears to be an acceptable and feasible tool for routine use in the home-hospice setting.

834-P: Understanding Risks for Depressive Symptoms among Caregivers of Young Children Newly Diagnosed with T1D: The Role of Social Support and Social Problem-Solving

Introduction: Elevated depressive symptoms are common in caregivers following their children’s T1D diagnoses. In the general population, strong social support and social problem-solving abilities buffer depressive symptoms during stressful life events. To evaluate whether these constructs apply to diagnosis-related distress, we examined the associations among caregiver social support, social problem solving, and depressive symptoms after their children’s T1D diagnoses. We hypothesized that higher social support and higher social problem solving would be related to lower caregiver depressive symptoms. Methods: Participants included 157 young children (M age=4.46±1.64 years) newly diagnosed with T1D (M days diagnosed = 28.78±15.10) and their primary caregivers (70% Caucasian, 74% married, 90% female) assessed at baseline of an ongoing behavioral RCT. Caregivers self-reported their social support (Protective Factors Survey (PFS)-Social Support), social problem solving abilities (Social Problem Solving Inventory- R:SF; SPSI), and depressive symptoms (Center for Epidemiological Studies-Depression Scale; CES-D). Results: Overall, 46.5% of caregivers exceeded the clinical cut-off on the CES-D (M=16.60 (11.58)). Further, higher social support (B=-.235,-p=.004) and higher social problem solving abilities (B=-.317,-p&amp;lt;.001) were related to lower caregiver depressive symptoms, controlling for child age/sex, and presence of other caregivers (all p&amp;gt;.05). Higher negative (not positive) problem orientation was related to higher depressive symptoms (B=.373,-p&amp;lt;.001); problem solving styles were unrelated to depressive symptoms (p&amp;gt;.05). Conclusions: Behavioral interventions focused on promoting positive social support and social problem solving abilities may decrease caregivers depressive symptoms after their children’s initial T1D diagnosis. Replication using longitudinal data is needed. Disclosure C.H. Wang: None. M. Sinisterra: None. N. Herrera: None. C. Tully: None. L. Clary: None. M. Monaghan: Research Support; Self; American Diabetes Association. M.E. Hilliard: None. R. Streisand: None. Funding National Institute of Diabetes and Digestive and Kidney Diseases (R01DK102561)

Beyond the role of loneliness in psychological ill-being and well-being in females: Do social problem-solving processes still matter?

In the present study, we examined whether social problem-solving processes would add predictive utility over loneliness in accounting for unique variance in ill-being (viz., depressive symptoms & suicide behavior) and well-being (viz., life satisfaction & positive affect) in a sample of 230 females. Results of hierarchical regression analyses indicated that social problem-solving processes added significant predictive utility in accounting for unique variance in depressive symptoms, life satisfaction, and positive affect. Moreover, negative problem orientation emerged as a significant unique predictor of both ill-being and well-being. In contrast, positive problem orientation emerged as a significant unique predictor of well-being and only one index of ill-being. Some implications of the present findings are discussed.

Social Problem Solving and Posttraumatic Growth New Possibilities in Postoperative Breast Cancer Survivors.

The purpose of this study was to examine whether social problem solving (SPS) would relate to posttraumatic growth (PTG), particularly new life possibilities in breast cancer survivors. Participants included 85 women who had undergone surgical intervention for breast cancer at least 6months prior to study participation. Participant ages ranged from 29 to 88years. The majority of the sample was White (86%), married (58%), and had received at least some postsecondary education (73%), and all participants spoke English. This IRB-approved cross-sectional study was part of a larger study examining psychosocial protective and risk factors in breast cancer survivors at a university-affiliated private hospital. We hypothesized that better SPS ability would relate to PTG new possibilities above and beyond age, annual income, and time since surgery. Results from this study indicate that a positive problem orientation and lack of impulsive/careless problem-solving style appear to play a role in posttraumatic growth among breast cancer survivors, particularly in developing beliefs about one's ability to positively change one's life. Given the established benefits of active/approach coping in cancer populations, it makes sense that similar interventions such as problem-solving therapy, a cognitive-behavioral therapy that includes challenging and reframing negative beliefs about self and situation, may promote new possibility beliefs in this population.