Problem Solving Inventory Research Articles

Investigation of conscious awareness and problem solving skills in terms of demographic and psychological variables

The aim of the study is to examine relationships between mindfulness and problem solving skills and the effects of some independent variables in terms of cognitive psychological approach.
 The relational screening method is used in the research. A Personal Investigation Questionnaire, the Turkish versions of “The Mindful Attention Awareness Scale (MAAS)” and “The Problem Solving Inventory (PSI)” have been used as data collection tools. The sample research population determined by disproportionate element sampling and consisted of 125 third and fourth grade students in the faculty of education. The demographic and psychological information questionnaire, “The Mindful Attention Awareness Scale (MAAS)” and “The Problem Solving Inventory (PSI)”, T-test analysis, one-way analysis of variance (ANOVA) and pearson moment correlation analysis were performed for data analysis
 No significant relationship has been found between mindfulness and problem solving skills of participants. There was also no significant effect seen on mindfulness and problem solving skills indicated from students studying in the technical or social studying departments in the faculty.
 Mindfulness levels of participants with traumatized and psychological complaints were lower. Furthermore, of the participants mindfulness levels matches their life philosophies were high.
 Participants with persistent discomfort are to see themselves more inadequate in problem solving skills. Participants who have received or are receiving a psychotherapy process find themselves more competent in problem solving. It was found that as the individual contribution to their education plans decreased, they perceive themselves as inadequate in problem solving skills. Participants who seek help to solve their problems, find themselves more effective in problem solving.
 As the result, there are significant relationships between some personal variables, mindfulness and problem solving skills. There could not find a linear relationship between mindfulness and problem solving skills.
 Özet
 Bu araştırmanın amacı bilişsel psikoloji yaklaşımı açısından bilinçli farkındalık ve problem çözme becerisi arasındaki ilişkiyi ve bazı bağımsız değişkenlerin etkisini incelemektir.
 Araştırmada ilişkisel tarama yöntemi kullanılmıştır. Örneklem kitlesi, oransız eleman örnekleme yoluyla belirlenmiş eğitim fakültesi 125 üçüncü ve dördüncü sınıf öğrencisini kapsamaktadır. Kullanılan veri toplama araçları, “Kişisel Değerlendirme Anketi”, “Bilinçli Farkındalık Ölçeği (BİFÖ)” ve “Problem Çözme Envanteri (PÇE)”dir. Veri analizleri için, t testi analizi, tek yönlü varyans analizi (ANOVA) ve pearson moment korelasyon analizi yapılmıştır.
 Bulgular bakımından, bilinçli farkındalık ve problem çözme becerisi arasında ilişki bulunmamıştır. Demografik özellikler ile sayısal veya sözel bölüm okuyor olmanın bilinçli farkındalık ve problem çözme üzerinde etkisi bulunmamıştır.
 Travma geçiren veya psikolojik yakınması olan katılımcıların bilinçli farkındalık seviyeleri daha düşük çıkmıştır. Yaşam felsefeleri ile yaşamları uyuşan katılımcıların bilinçli farkındalık seviyeleri ise yüksek çıkmıştır.
 Devamlı rahatsızlığı olan katılımcılar, problem çözme becerisinde kendilerini daha yetersiz görmektedirler. Psikoterapi süreci almış veya alıyor olan katılımcılar, problem çözmede kendilerini daha yeterli görmektedirler. Katılımcıların kendi eğitim planlarına katkıları azaldıkça problem çözme becerisinde kendilerini daha yetersiz gördükleri bulunmuştur. Kendisinden problem çözmesi için yardım istenen katılımcılar problem çözmede kendilerini daha yeterli görmektedirler.
 Sonuç olarak bazı değişkenler ile bilinçli farkındalık ve problem çözme becerisi arasında anlamlı ilişkiler bulunmuştur. Bilinçli farkındalık ile problem çözme becerileri arasında ise doğrudan ilişkiye rastlanmamıştır.

An examination of conscious awareness and problem solving skills with demographic and psychological variables

The aim of this study is to examine the relationship between mindfulness and problem solving skills in terms of cognitive psychology approach and the effect of some independent vartables. Relational survey method was used in the study. The sample populatton consisted of 125 third and fourth year students of the Faculty of Educatton who were determined through disproportionate element sampling. The data collection tools used were "Personal Evaluation Ouestionnaire", "Mindfulness Awareness Scale (MBAS)" and "Problem Solving Inventory (PSB". For data analysis, t-test analysis, one-way analysis of vattance (ANOVA) and Pearson moment corfrelatton analysis were used. In terms of the findings, no telattonship was found between mindfulness and problem solving skills. Demogtaphic characteristics and bemg a numerical or verbal major had no effect on mindfulness and problem solving. Participants who were traumatized or had psychological complaints had lower levels of //7d/0/ness. The mindtulness levels of partikipants whose life philosophies and lives were in harmony were found to be high. Participants with persistent iİlnesses perceived themselves as more inadeguate in problem solving skills. Participants who have received or are receiving psychotherapy process consider themselves more competent in problem solving. It was found that as the participants' contributton to their own education plans decreased, they considered themselves more ınadeguate in problem solving skills. Participants who were asked for help to solve problems considered themselves more competent in problem solving. As a result, significant relattonships were found between some vartables and mindfulness and problem solving skills. No direct relationship was found between mindfulness and problem solving skills.

Problem-Solving and Communication Skills of Undergraduate Nursing Students

Background: Problem-solving and effective communication are essential skills for daily nursing duties. Despite several studies highlighting those concepts, few examined the relationship between these concepts among nursing students. This study aimed to investigate undergraduate nursing students' problem-solving and communication skills. Methods: A cross-sectional correlational design was used. A sizeable convenient sample of 489 undergraduate nursing students was recruited from six nursing schools in Jordan. Data were collected using an online self-administered survey. The Arabic version of the Problem-Solving Inventory and a translated version of the Communication Skills Attitude Scale were used. Descriptive statistics and multiple linear regression were used to analyze the data. Results: The sample included 64.4% females. The mean total score of the problem-solving scale was 96.63 (SD=16.99). Gender, considering self as an initiative person, and negative attitude toward communication were significant negative predictors, while positive attitude toward communication was a positive predictor of nursing students' problem-solving skills. Implications: Educational programs that improve nursing students' attitudes toward communication and mental health courses that focus on positive personality traits are needed to improve nursing students' problem-solving skills. Conclusion: The results indicated a moderate level of problem-solving skills, a high level of positive attitudes toward communication skills, and a low level of negative attitudes toward communication skills among undergraduate nursing students.

The Development and Validation of the Interpersonal Problem-Solving Inventory for Elementary School Students

The Development and Validation of the Interpersonal Problem-Solving Inventory for Elementary School Students

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.

The Relationship Among Problem-Solving, Coping Styles and Stress Levels of Parents of Children with Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder and Typical Development

<p style="text-align: justify;">This research investigated the correlations among problem-solving, coping styles, and stress levels of parents of children with autism spectrum disorder, attention deficit hyperactivity disorder, and typical development. We used a correlational survey model design and collected the data with the Problem-Solving Inventory (PSI), the Ways of Coping Questionnaire (WCQ), and the Parent Stress Scale (PSS). The study group consisted of 350 parents. The research findings revealed that stress levels were negatively correlated with functional coping strategies and problem-solving. We found no significant difference between parents of children with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD) and typical development in terms of problem-solving approaches. Considering the relationships between the parents in terms of WCQ scores, there was no statistically significant difference in the subscales of self-confidence approach, submissiveness, optimistic approach, and seeking social support. Only the subscale of helplessness differed statistically based on the disability. Regarding the correlations between the groups in terms of stress levels, we found that the typical developmental group had lower PSS scores than the Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder groups. We believe that preventive support programs for stress management can make significant contributions to efficient coping methods and problem-solving.</p>

The interpersonal problem-solving inventory: Development and evaluation in a fourth-grade student sample

Developing interpersonal problem-solving competence hold an increasingly important role in the socialization process during childhood and early adolescence. To assess the interpersonal problem-solving ability, a five-dimensional 44 items scale called "Interpersonal Problem-Solving Inventory for Elementary School Students" (IPSI) was developed. The scale was administered to a 637 fourth grade student sample in Vietnam. Internal consistency of the IPSI scale was tested (CR: 0.86–0.88; ω: 0.81–0.84; α: 0.81–0.84). EFA results suggested two-factor and five-factor solutions. However, CFA results indicated that the theory-driven five-factor model seems to be the better fitting model of the two. The initial testing of the five-factor model showed a moderately good fitting model with acceptable global fit indices (CFI: 0.925; TLI: 0.920; RMR: 0.048; and RMSEA: 0.034). The findings supported the discriminant validity between the five constructs of the IPSI scale without detecting the collinearity problems between the latent multicollinearity constructs. The scores of IPSI has acceptable internal consistency and construct validity. The caution is warned referring to the validation and the applicability of this instrument.

School Burnout in Middle School Students: Role of Problem Solving Skills, Peer Relations and Perceived School Experiences

Purpose: The purpose of this study is to examine the relationships between middle school students' school burnout, problem-solving skills, peer relationships, and perceived school experiences and to determine the predictive power of perceived school experiences, problem-solving skills, and peer relationships on academic burnout. Method: The research was created based on the survey model. The sample of the study composed of 2538 secondary school students (1257 girls and 1281 boys) who attended ten official secondary schools during the 2018-2019 academic year. In the research, “Elementary School Student Burnout Scale for Grades 6-8”, “Problem Solving Inventory for Children at the Level of Primary Education”, “Peer Relationship Scale” and “Perceived School Experiences Scale” were used. Pearson Product Moment Correlation Analysis and Multiple Hierarchical Regression Analysis were used for the statistical analysis of the study. "p≤.05" was considered as the significance level for the study. Findings: According to the study results, it was determined that there are significant relationships between the predicted variable and the predictor variables. Significant predictors of the school burnout score were determined to be variables of gender and age, school engagement, academic motivation, confidence in problem-solving skills, self-control, avoidance, self-disclosure and loyalty subscales, respectively.

The Effect of Argumentatıon Modal Implemented in The Unit “Change of Matter” on Students’ Achievements, Argumentative Attitude, Perceptions of Problem Solving

The aim of the study is to investigate the effect of Primary School 5th class students’ science achievements, arguer attitude and problem solving sense in Science Lesson. The participants constituted by selecting a primary school in Defne/ Hatay by convinience sampling method using impartial designation. At research used pretest- posttest nonequalized control group quasi- experimental design. Data collected by “Change of Matter Unit Success Test”prepared by reseacher, “Arguer Attitude Scale” and “Problem Solving Inventory” addapted from previous studies. Data analysis by using SPSS packet programme, benefit from descriptive and inferental statistic method. Lessons performed the activities of recommended by the Ministry of National Education (2013) in control group and argumentation activities in experimental group. After appliying pretests, lessons started at the same time in both groups and aplication continued 20 hours (5 weeks). After aplication the same tests appliying as posttests. In conclusion ABSL (Argumentation Based Science Learning) method didn’t creat statistically significant different as far as present programme in academic success and problem solving skills sense; besides determined effected positively to argumentative skills sense.

The Predictive Power of the Problem-Solving and Emotional Intelligence Levels of Prospective Teachers on Their Self-Directed Learning Skills

This study aims to determine the predictive power of the problem-solving and emotional intelligence levels of prospective teachers on their self-directed learning skills. This is a descriptive study with a relational screening model. The sample of the study consisted of 476 prospective teachers studying at the Faculty of Education and Sports Sciences at Yozgat Bozok University. “Self-Directed Learning Skills Scale” developed by Aşkın (2015), “the Problem-Solving Inventory” developed by Heppner and Peterson (1982) and adapted into Turkish by Şahin, Şahin, and Heppner (1993), and the “Schutte Emotional Intelligence Scale” prepared by Schutte, et al. (1998), revised by Austin, Saklofske, Huang and McKenney (2004), and adapted into Turkish by Tatar, Tok, and Saltukoğlu (2011) were used to answer research questions. In data analysis, descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis were used according to the normality test results. It was found that the self-directed learning skill levels of the participants was high, there was a significant relationship between their levels of self-directed learning and their emotional intelligence and problem-solving levels, and problem-solving and emotional intelligence together explained 25% of the total variance in self-directed learning skills. Based on these findings, recommendations were offered, especially in educational environments, to carry out activities that support problem-solving skills and emotional intelligence, thus supporting self-directed learning.

Investigating the Impact of Activities Based on Scientific Process Skills on 4th Grade Students Problem-Solving Skills

The purpose of this research is to examine the impact of activities based on scientific process skills on problem-solving skills of 4th grade students in science lessons. In the study a non-equivalent control group pre-test and post-test design type of quasi-experimental method was used. The research study group was composed of 30 students with 15 each in the experimental study group and control group. In the experimental and control groups, for scientific process skills, the “Scientific Process Skills Test (SPS)”,and for problem-solving skills, the “Problem Solving Inventory for Children at Elementary Education Level (PSIC)” were used as pre-test and post-tests. Activities including scientific process skills in the experimental group were applied for 8 weeks and 16 lesson hours, while no intervention was made to the control group. In the data analysis process, the Mann-Whitney U test and Wilcoxon Signed-Rank test were used. According to the data obtained from the research, it was observed that there was a significant difference in the post-test scores in the Scientific Process Skills Test (SPST) and the Problem-Solving Inventory for Children (PSIC) of the students in the experimental group compared to the students in the control group. According to these findings, it can be stated that activities including scientific process skills develop problem-solving skills of students in primary science education.

Nursing students' perceptions of nursing diagnoses, critical thinking motivations, and problem-solving skills during distance learning: A multicentral study.

To determine the relationship between attitude towards nursing diagnosis, critical thinking motivation, and problem-solving skills of nursing students during distance learning. The descriptive and correlational study was conducted with 450 first-year nursing students from four universities. The "Positions on Nursing Diagnosis Scale," "Critical Thinking Motivational Scale," and "Problem Solving Inventory" were used for data collection in June-July 2021. The students' mean score of nursing diagnosis perception was 114.90 ± 18.47, the score for expectancy main subdimension of critical thinking motivation was 4.17 ± 1.16 and the score for value main subdimension was 4.81 ± 1.12, and score for problem-solving skills was 90.65 ± 19.03. A statistically significant positive correlation was found between nursing diagnosis perception and subdimension of critical thinking motivation scores (p < 0.001) and problem-solving skills score (p < 0.001). The linear regression model established to examine the effect of other scales on nursing diagnosis perception was found to be statistically significant (F = 17.516, p < 0.001). As the expectancy score increases by one unit, the perception of nursing diagnosis score increases 3.452 times (p = 0.001), the cost score increases by one unit, the perception of nursing diagnosis score increases by 3.894 (p = 0.001), and the problemsolving skills score increases by one unit, the perception of nursing diagnosis score decreases by 0.246 (p < 0.001). To conclude that nursing diagnosis perception, critical thinking motivation, and problem-solving skills of nursing students were high and have a relationship with each other during distance education. As nursing diagnosis perception scores of students increase, their critical thinking motivation and problem-solving skills also increase. The high skills of critical thinking and problem solving have an important place effectively to identify the nursing diagnosis more quickly and easily in the nursing care process.

Investigating Problem-Solving Skills of Students Having Professional Music Training in Terms of Multiple Variables

&lt;p style="text-align:justify"&gt;The present study aims to investigate the problem-solving skills of the students getting professional music training. For this study, the problem-solving inventory was administered to participants from two different universities in Turkey. Participants’ problem-solving skills were assessed in relation to the overall inventory and subscales, and the differences based on grade level, gender, and universities were examined using Statistical Package for the Social Sciences (SPSS). Results revealed that participants occasionally used their problem-solving skills, rarely felt confident in their problem-solving skills, and occasionally performed the behaviors in the subscales of approach-avoidance and personal control. The grade level differentiated music students’ problem-solving skills in the overall scale and approach-avoidance subscale. It is also found that there are no significant differences in students’ problem-solving skills based on gender. However, the participants’ universities led to significant differences in the approach-avoidance subscale. The results were discussed considering the literature, and the recommendations were suggested due to the results.&lt;/p&gt;

An Assessment of University Students' Book Reading Levels and Problem Solving Skills

The knowledge required to be acquired changes and increases with each passing day along with the developing technology and economy. In parallel with the increase in the knowledge required to be acquired, learning environments and mutual interaction are not enough anymore to acquire this knowledge. One of the most important ways to acquire knowledge is reading books. The studies conducted with pre-service teachers revealed that they mostly read newspapers followed by books and magazines. This study was carried out to assess the university students' book reading levels and the effect on their problem solving skills thereof. “Attitude Scale Towards Reading Habit” and “Problem Solving Inventory” were used to collect the research data. The results revealed a significant difference between the student groups created based on gender in attitudes towards reading in favor of the male students. Nevertheless, in terms of problem solving skills, a significant difference was found between the student groups created based on age in favor of the age group of under 20 years, and between the student groups created based on the type of high school which the student was graduated from, in favor of the students who were graduated from science and vocational high schools against students who were graduated from anatolian high schools. Lastly, a significant relationship (r=.56) was found between the reading levels and the problem solving skills in the positive direction, which suggests that the higher the reading attitudes the higher the problem solving skills.

Effect of the Strategic Thinking, Problem Solving Skills, and Grit on the Disaster Triage Ability of Emergency Room Nurses.

In this descriptive study, we aimed to identify factors related to emergency room nurses’ disaster triage ability. A total of 166 nurses who worked for emergency departments of general hospitals completed a structured questionnaire consisting of the Disaster Triage Ability Scale (DTAS), the Strategic Thinking Scale (STS), the Problem-Solving Inventory (PSI), and the Original Grit Scale (Grit-O). The data were analyzed using SPSS/WIN 25.0 by means of descriptive statistics, t-test, one-way ANOVA, the Scheffé post hoc test, Pearson’s correlation coefficients, and stepwise multiple regression. Participants’ DTAS averaged 14.03 ± 4.28 (Range 0–20) and showed a statistically significant difference according to their experience of triage education (t = 2.26, p = 0.022) as a disaster triage-related attribute. There were significant correlations among DTAS and confidence in the PSI (r = 0.30, p < 0.001), the approach-avoidance style in the PSI (r = −0.28, p < 0.001), and futurism in the STS (r = 0.19, p = 0.019). The strongest predictor was confidence in the PSI; in addition, 14.1% of the DTAS was explained by confidence in the PSI, approach-avoidance in the PSI, and futurism in the STS. Emergency room nurses who received triage education showed a higher level of the DTAS and their DTAS could be explained by problem-solving skills and strategic thinking. Therefore, it is necessary to develop and implement triage education programs integrated with stress management to improve the approach-avoidance style to ensure better problem-solving skills and to utilize various training methods to enhance confidence to improve problem-solving skills and futurism as part of strategic thinking.

The Influence of Smartphone Addiction, Personality Traits, Achievement Motivation on Problem-solving Ability of University Students

This study aimed to analyze the relations between smartphone addiction, personality traits, achievement motivation and problem-solving ability and explore the influence of smartphone addiction, personality traits, achievement motivation on university students' problem-solving ability. 682 students (male = 227, female = 455) from a Chinese public university participated in the research voluntarily. Data were collected by the short-version of the smartphone addiction scale, the ten-item personality inventory, the achievement motives scale, and the social problem-solving inventory. The correlations and multiple hierarchical regression analysis were used to analyze the data. The results were as follows: Firstly, it was found that there was a significant negative correlation between smartphone addiction and achievement motivation and problem-solving ability, a significant positive correlation between achievement motivation and problem-solving ability, and a significant correlation between the factors of personality traits and smartphone addiction and problem-solving ability respectively. Secondly, it was found that emotional stability of personality traits, smartphone addiction and the "fear of failure" sub-dimensions of achievement motivation significantly explained problem-solving ability. Based on these research results, some suggestions were given for the improvement of the educational field.

The Effect of Team-based Training Through Smartphone Applications on Nursing Students’ Clinical Skills and Problem-Solving Ability

Background: The aim of this study was to determine the effect of a team-based educational program through smartphone applications on Iranian nursing students’ problem-solving ability and clinical skills. Methods: This quasi-experimental study with two groups, including an experimental and a control group, was conducted among 60 nursing students who spent internship period in post CCU and CCU wards for 16 weeks. The control group received routine training, and the students of the experimental group received a team-based program through a smartphone application in addition to routine training. Students involved in the program were invited to complete the clinical skills questionnaire and Heppner's Problem-Solving Inventory at baseline and week four, and week 12 of follow-up. Data were analyzed using SPSS software (Version 22). Results: A significant improvement was found in nursing students’ clinical skills and problem-solving ability at week four and week 12 of follow-up compared with baseline (P &lt; 0.001). However, the mean scores increased more in the experimental group. Conclusions: This study suggests that team-based training through smartphone applications can enhance problem-solving perception and clinical skills in nursing students. It is expected that in the future, team-based training through smartphone applications may be used in the internship training of nursing students continuously.

ÜNİVERSİTE ÖĞRENCİLERİNİN SERBEST ZAMAN TERCİHLERİ İLE PROBLEM ÇÖZME BECERİLERİ ARASINDAKİ İLİŞKİ

Aim: This study aims to examine the relationship between leisure time preferences and the problem-solving skills of university students. Method: The research group of the study consists of 739 (451 female and 288 male) university students selected by using the convenience sampling method. A questionnaire form containing 14 items intending to determine the personal information of the students and the types of activities they prefer in their leisure time and the "Problem Solving Inventory" developed by Heppner and Petersen (1982) and adapted to Turkish by Sahin, Sahin, and Heppner (1993) were used in the study. The Pearson correlation, t-Test, ANOVA method was used for data analysis. Findings: Most preferred activities by university students in their leisure time were "listening to music and using social media" and the least preferred ones were "going to hobby courses and doing handiwork/handicrafts." A low positive significant relationship was found between the mean scores of "doing physical activity", "going to hobby courses", "doing handiwork/handicrafts", "participating in educational activities", "reading books", and "spending time with friends/family" preferred by the students in their leisure time and their problem-solving skills. It was also observed that there was a negative, although not significant, relationship between the activities of watching television and playing video games and problem-solving skills. Conclusion: It can be concluded that students' leisure time preferences requiring active participation such as doing physical activity, going to hobby courses, doing handicrafts, reading books, and spending time with family have positive contributions to their problem-solving skills while passive activity types such as watching television and playing video games have a negative effect on these skills.

INVESTIGATION OF THE PROBLEM SOLVING AND DECISION-MAKING SKILLS OF KARATE REFEREES

Aim: The aim of this research is to examine the problem-solving skills and decision-making levels of karate referees. Method: The research group consists of 410 (161 female and 249 male) karate referees from different classifications who worked in the Turkish Karate Federation in the 2020-2021 season. As a data collection tool, the 35-item “Problem Solving Inventory” developed by Heppner and Petersen (1982) and adapted into Turkish by Taylan (1990) and the original Mann. et al. (1998) and adapted into Turkish by Deniz (2004) "Melbourne Decision Making Scale I-II" (MKVÖ) was used. Independent Sample T-Test, One-Factor Analysis of Variance and Pearson Correlation Test were applied to the obtained data after descriptive statistical operations were performed. Results and Conclusion: As a result of the research, while there was no significant difference in the decision-making levels of karate referees according to the refereeing year (p&gt;0.05), there was a significant difference in the decision-making levels according to gender and refereeing classification (p&lt;0.05). When we look at the problem-solving skills of karate referees, there were significant differences in problem-solving skills according to gender, refereeing year and refereeing classification (p&lt;0.05).

Ortaokul Öğrencilerinde Öfke, Saldırganlık ve Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi

The purpose of this study was to examine if there is a connection between anger, aggression, and problem-solving abilities in secondary school students. The study's sample includes 273 students enrolled in secondary schools in Manisa for the 2020-2021 academic year. The convenience sampling method, which is one of the non-random sampling methods, was used to determine the study's sample. The data for the study was collected using the Anger Scale for Children, the Aggression Scale, and the Problem-Solving Inventory for Children. The t-test, Spearman Correlation analysis, and multiple regression analysis were conducted to analyse the data. Looking at the data, it was determined that the anger levels of female students were higher than those of male students. The aggression levels of male students are higher than female students. It was discovered that anger and aggression have a positive relationship, whereas anger levels have a negative relationship with self-control, avoidance, and total problem solving. Another outcome of the study is that problem-solving abilities predict anger and aggression. A negative association was shown between problem solving, anger, and agression among students.