Problem-solving Style Research Articles

Immediacy pandemic: consumer problem-solving styles and adaptation strategies

Purpose This paper aims to delve into the complexity and multiplicity of consumer experiences in relation to mobile and virtual technology, and provides a lived-experience account of the Consumer Immediacy Pandemic (CIP) and related consumer experiences and responses. Design/methodology/approach Using open-ended, in-depth interviews, as well as personal essays, the research questions are addressed through the interpretive hermeneutic approach. Findings The CIP is an important, multifaceted consumer shift, whose ramifications are traceable in consumer behavior. It encompasses three consumer problem-solving styles (i.e. real-time, mobile and virtual problem-solving). Consumers adapt to the CIP through such strategies as unbundling of presence, temporal gain and synchronization, task continuity, work-fun integration and multi-tasking. Research limitations/implications With conventional theories ineffectively explaining consumer experiences with such products as smart phone, social media and selfie stick, this paper provides fruitful directions for studying consumer-technology relationships. Practical implications The findings point to untapped and novel needs rooted in consumer experience with mobile and virtual technology such as the needs for personal information management and/or professional counseling. Social implications The paper provides evidence as to a deep-seated shift in the role of technology in consumer life. Underestimating the ongoing and future success and power of mobile and virtual technology can be too costly for society at large. Originality/value This study exposes the dialogical interplay between consumer agency and structural influences that compels consumers to internalize immediacy as a taken-for-granted expectation. Such pandemic alters the ways consumers go about satisfying their needs and wants. The findings can help understand the twenty-first century consumer, theorize product agency and chart marketing and policy directions.

A Case Report of Problem Solving Therapy for Reducing Suicide Risk in Older Adults with Anxiety Disorders

ABSTRACTObjectives: Suicide is a global public health problem among older adults. Problem-solving therapy (PST) has demonstrated promise in reducing late-life suicide risk, chiefly in secondary analyses of studies on late-life depression. PST mitigates negative beliefs about one’s problem-solving abilities and maladaptive problem-solving styles, which suicidal older adults report. The effects of PST on suicide risk in older adults with primary anxiety disorder diagnoses have not been examined. Anxiety is a risk factor for suicide, but it is less studied in research on suicide compared to depression. This paper describes two cases of older individuals with anxiety disorders and suicidal ideation who completed six sessions of PST. Methods: Assessments of suicide risk, anxiety, depressive symptoms, and problem-solving ability were administered. Results: Both cases exhibited a clinically significant reduction in suicide risk, along with reductions in anxiety, worry, and depressive symptoms by posttreatment. Conclusions & Clinical Implications: Findings highlight the potential for PST as a psychotherapeutic intervention for reducing suicide risk in older adults with anxiety disorders.

Features of Nonsuicidal Self-Injury and Relationships with Coping Methods among College Students

This study investigated the nonsuicidal self-injury (NSSI) presentation and the features of coping methods among college students, in addition to analyzing the factors that influence self-injury behavior. From April to November 2016, 2,520 undergraduate students who were studying in some colleges in Anhui Province in China were surveyed using the Self-Injury Behavioral Survey Questionnaire and the Coping Styles Questionnaire (CSQ). The detection rate of self-injury behavior among college students was 13.73%. Frequent Internet use and smoking were associated with self-injury behavior (P < 0.05). There were statistically significant differences between the self-injury group and the non-self-injury group in terms of the coping methods of problem-solving, self-reproach, help-seeking, and illusions (P < 0.01). According to the logistic regression analysis of the students, their place of origin, mother's education, family finances, family type, family relationships, gender, frequent Internet use, and smoking were associated with self-injury behavior (P< 0.01). Self-reproach and withdrawal were risk factors for self-injury behavior while problem-solving and rationalization were protective factors for self-injury behavior. Students who frequently use the Internet and smoke are more prone to self-injury. College students' choices of problem-solving and rational coping styles in the face of pressure are conducive to preventing nonsuicidal self-injury.

Designing in virtual reality: a comparison of problem-solving styles between desktop and VR environments

ABSTRACTWith recent breakthroughs in VR devices, new potential of CAD as a design tool is anticipated. Based on the influence of design tools in ideation, we compared the problem-solving styles of WIMP (Windows, Icons, Menus, Pointer) and VRE (Virtual Reality Environment) for an apartment flat design task. Function-Behaviour-Structure ontology analysis revealed that WIMP was problem-driven with clear divisions between problem analysis and solution building, while VRE was predominantly solution-driven with frequent modifications of solutions. Such procedural characteristics led to uneven outcomes wherein spatial efficiency was better in WIMP while arrangement was more diversified in VRE. When the key factor was high manipulability of user interface in VRE, the result suggests that higher usability does not always produce desired outcomes. Time for problem analysis and a match between the tool and given problem must be taken into account.

The Impact of Family / School-Based Problem Solving Training on Problem-Solving Styles of Elementary Students

The Impact of Family / School-Based Problem Solving Training on Problem-Solving Styles of Elementary Students

The relation between state and trait risk taking and problem-solving.

People can solve problems in two main styles: through a methodical analysis, or by a sudden insight (also known as 'Aha!' or 'Eureka!' experience). Analytical solutions are achieved primarily with conscious deliberation in a trial-and-error fashion. 'Aha!' moments, instead, happen suddenly, often without conscious deliberation and are considered a critical facet of creative cognition. Previous research has indicated an association between creativity and risk taking (a personality trait); however, few studies have investigated how a short-term situational state of risk modulates these two different problem-solving styles. In this research, we looked at how both state and trait risks taking is related to different problem-solving styles. To measure risk as a personality trait, we administered the Balloon Analog Risk Task. To investigate risk as a state, we created a scenario, where people had to bet on their problem-solving performance at the beginning of each trial, and we compared the performance of this group with a control group that did not have to bet. The results show no association between risk as a trait and problem-solving style; however, the risk state scenario did produce a shift in dominant problem-solving style with participants in the risk scenario group solving more problems via analysis. We also found that two factors are related to problem-solving accuracy: the amount bet (i.e., when people place higher bets, they solve more problems), and success on the previous trial, especially if the solution was achieved via analysis. Furthermore, the data reveal that when under risk, females are better problem solvers than males.

Problem Solving Styles, Approaches to Learning and Academic Performance of Spanish Accounting Students: An Exploratory Study of Profiles and Relationships

Background. Entwistle Students’ Approaches to Learning framework and Kolb’s Experiential Learning Model has been widely used in higher education. Different inventories have been developed in order to adapt to different contexts and / or to supersede reported weakness. Aims. This paper aims to explore the profiles and approaches showed by a sample of Spanish accounting students as well as the relationship of those profiles with the academic performance. Instrument and Sample. The instrument consists of both the short version of the Study Process Questionnaire (SPQ; Fox et al, 2001) and the Problem Solving Style Questionnaire (PSSQ, Romero et al, 1992). The sample is composed by the students enrolled in advanced financial accounting and financial statement analysis at the University of Sevilla.

KABOOM: an agent-based model for simulating cognitive style in team problem solving

The performance of a design team is influenced by each team member’s unique cognitive style – i.e., their preferred manner of managing structure as they solve problems, make decisions, and seek to bring about change. Cognitive style plays an important role in how teams of engineers design and collaborate, but the interactions of cognitive style with team organization and processes have not been well studied. The limitations of small-scale behavioral experiments have led researchers to develop computational models for simulating teamwork; however, none have modeled the effects of individuals’ cognitive styles. This paper presents the Kirton Adaption–Innovation Inventory agent-based organizational optimization model (KABOOM), the first agent-based model of teamwork to incorporate cognitive style. In KABOOM, heterogeneous agents imitate the diverse problem-solving styles described by the Kirton Adaption-Innovation construct, which places each individual somewhere along the spectrum of cognitive style preference. Using the model, we investigate the interacting effects of a team’s communication patterns, specialization, and cognitive style composition on design performance. By simulating cognitive style in the context of team problem solving, KABOOM lays the groundwork for the development of team simulations that reflect humans’ diverse problem-solving styles.

The Effectiveness of Problem-Solving Therapy Program in Suicide Prevention for the Depressed Elderly Living Alone

This study used the quasi-experimental research design to examine the effectiveness of problem-solving therapy (PST) for the depressed elderly people living alone as a suicidal high-risk group. PST was conducted for the experimental group, both the experimental and control groups were subjected to pre-test, post-test, and follow-up test on depression and social problem-solving ability. The effectiveness of PST was verified by repeated measurement variance analysis and t-test. PST was found effective in reducing depression and its effect continued until the follow-up test. PST strengthened social problem-solving ability and rational problem-solving style, but reduced negative problem orientation and impulsive/avoidant problem-solving style, but their effects did not persist in the follow-up test. In conclusion, PST was found suitable to prevent suicide for the depressed elderly living alone, and thus PST training programs should be expanded for social workers and follow-up management should be carried out for PST participants.

Cognitive style and competence motivation in creative problem solving

This study was conceived by the idea that there exist different kinds of cognitive style-based, task competencies that have implications for task motivation and cognitive performance on creative problem-solving tasks/insight. Specifically, the relationships among the Assimilator–Explorer styles (Kaufmann, 1979), experimentally manipulated task competence for each style, and performance on insight tasks was examined. A total of 264 participants with a mean age of 17.4 years completed a cognitive style test, two measures of task motivation, and three practical construction-type insight tasks. Explorers with experimentally increased competence beliefs were hypothesized to perform less well on typical insight problems than Explorers with experimentally decreased competence beliefs, while Assimilators with increased levels of competence beliefs were expected to perform better than Assimilators with decreased competence beliefs. A randomized experiment with written instructions was conducted to test these hypotheses. The results supported the main hypothesis, yet an additional three-way interaction hypothesis among styles, experimentally manipulated task competence, and task structure was not supported. Limitations are discussed.

The Relationship Between Problem-Solving Styles and Difficulties in Emotion Regulation in Individuals With TBI

To evaluate the degree to which self-reported problem-solving styles at baseline were related to difficulties with emotion regulation (DER) following a Web-based group intervention for emotion regulation for individuals with traumatic brain injury (TBI).

The Effect of Mobile Learning on Students' High-Level Cognitive Skills

Background Mobile devices, specifically smartphones and tablets, are aimed to change learning and teaching methods innovatively. The purpose of this study was to investigate the effect of mobile learning applications on high-level cognitive skills. Methods This quasi-experimental study with a pretest-posttest design and a control group was performed among all female students of the 10th grade of math-physics branch of district 10 of Tehran (n = 30) during 2016 - 2017. The participants were selected using the convenience sampling method and randomly assigned into experimental and control groups. The research tools were Heppner-Peterson Problem Solving Inventory (1982) and Cassidy-Long Problem Solving Style Inventory (1996). Learning content (statistical lesson) were presented via a mobile application named “GeoGebra” during eight 1-hour sessions, while the control group participated in a lecture-based classroom. Before starting the course, a pre-test was performed in both groups, and after passing eight 1-hour sessions, a post-test was carried out in both groups. The data were analyzed using analysis of covariance in SPSS version 20. Results The results showed a significant difference between the groups in terms of problem solving abilities (F = 29.77, P < 0.001) and problem solving style (F = 25.72, P < 0.001), in favor of the experimental group, reflected the positive effect of the intervention on the experimental group. Conclusions Considering that mobile learning applications have a positive effect on students' high-level cognitive skills, teachers are recommended to use this method in their classrooms.

Structural Validity of the Social Problem-Solving Inventory-Revised Short Form: Application to Brooding and Reflection.

Research on social problem-solving ability or the cognitive-behavioral processes used to find successful solutions to everyday problems has been advanced by the availability of easy-to-administer self-report measures. The goal of the current study is twofold: (a) validate the factor structure of the Social Problem-Solving Inventory-Revised: Short Form (SPSI-R:S) and (b) examine the relationship between depressive rumination subtypes and dimensions of social problem solving. An initial confirmatory factor analyses (CFA) in Sample 1 revealed poor model fit. An exploratory factor analysis revealed that several items cross-loaded on more than one factor. These items were removed and a subsequent CFA demonstrated adequate model. The revised model was validated in a second sample and convergent and divergent validity were examined. Brooding was related to more maladaptive problem-solving ability while reflection was generally associated with a more adaptive problem-solving style. No gender differences were found.

AN INVESTIGATION OF SELF-ESTEEM, SOCIO-EMOTIONAL ADAPTATION AND RELATIONAL PROBLEM SOLVING IN PRE-SCHOOLERS

The purpose of the present study is to investigate the correlation between self-esteem, socio-emotional adaptation of pre-schoolers and their relational problem-solving skills. The sample of the study was composed of 228 pre-schoolers (60-65 months) and their teachers in state and private preschool classes in the province of Konya. In this study, the researchers used Purdue Self Concept Scale for Preschool Children to identify their self-esteem and Marmara Socio-Emotional Adaptation Scale to identify their socio-emotional adaptation and Relational Problem-Solving Teachers’ Form to identify problem solving style. According to the findings of the study, self-esteem is a significant predictor of assertive, reserved and sociable problem-solving styles. However, it is not a predictor of passive assertive problem-solving style. Moreover, appropriately responding to a social situation as a sub-dimension of socio-emotional adaptation is a predictor of only passive-assertive, reserved-submissive and positive problem-solving approaches. Giving appropriate responses to social situations is a significant predictor of assertive, passive assertive and positive problem-solving approaches. Interaction with peers is a significant predictor of assertive and reserved-submissive problem-solving approaches, while approaching the social environment positively is not a predictor of any of the relational problem-solving styles. Article visualizations:

The Relationship Between Problem-Solving Styles and Difficulties in Emotion Regulation in Individuals With TBI

The Relationship Between Problem-Solving Styles and Difficulties in Emotion Regulation in Individuals With TBI

Perceptions of Divine Figures Among Polish People Struggling with Homelessness or Alcohol Addiction

ABSTRACTThis study aimed to investigate antecedents of positive perceptions of divine agents and the optimistic assumption that the world is meaningful, basically good and trustworthy, as found in Polish men and women who struggle with homelessness or alcohol addiction. In the largely understudied groups of people who were homeless (n = 111) or alcohol addicted (n = 120), we confirmed that communal orientation is a consistent precursor of beliefs in supernatural agents such as God, the Devil and angels, as well as positive perceptions of both God and guardian angels. The antecedents of basic trust varied across participant groups. However, among them were positive attitudes toward God, communal orientation, and a deferring problem-solving style. Additionally, we found asymmetric links between perceptions of divine agents and both duration of addiction and duration of therapy in the addicted group. The former was related to a less positive perception of guardian angels and less perceived collaboration with God, whereas the latter was linked to a more positive perception of angels and more collaboration with God in problem-solving. We discuss the significance of a positive concept of divine beings for people who are homeless or alcohol addicted.

Derivation of Learning Style for Solving Technological Problems in Practical Arts Education

이 연구의 목적은 기술적 문제해결의 학습양식을 도출하여 개인차를 고려한 기술적 문제해결의 교수&#8901;학습을 위한 유의미한 정보를 얻는데 있었다. 기술적 문제해결 학습양식의 도출을 위해 기술적 문제, 기술적 문제해결, 학습양식 이론, 문제해결양식 이론, 창의성 이론에 관한 문헌을 고찰하고, 기술적 문제해결의 각 과정의 특성을 반영하는 학습양식 이론, 문제해결양식 이론, 창의성 이론의 구성요인을 추출하였다. 이후, 서로 다른 범주의 구성요인을 분류하고 유사한 범주의 구성요인을 통합하여 기술적 문제해결의 최종 학습양식을 도출하였다. 기술적 문제해결 학습양식은 ‘경험형-사고형’, ‘적응형-혁신형’, ‘관찰형-행동형’, ‘독립형-의존형’으로 도출되었으며, 각 학습양식별 학습자 특성은 다음과 같았다. 첫째, ‘경험형&#8211;사고형’은 인지적 특성 관련 양식으로써 주로 문제의 이해, 아이디어 탐색 과정에서 구분된다. 경험형 학습자는 논리보다는 직접 경험이나 외부에서 주어지는 정보에 의존하고 사고형 학습자는 사고를 통하여 내적 체계를 구축하며 논리성과 합리성을 바탕으로 정보를 탐색하고 문제를 해결한다. 둘째, ‘적응형&#8211;혁신형’은 창의성에 관계된 인지적 특성 관련 양식으로써 주로 아이디어 탐색, 실행 과정에서 구분된다. 적응형 학습자는 기존의 절차, 규칙, 집단의 관습을 중요시하고 문제해결 방법이 순차적인 특징을 가진다. 혁신형 학습자는 새로운 시각, 아이디어의 생성을 중요시하며 예측 불가능한 특징을 가진다. 셋째, ‘관찰형-행동형’은 심동적 특성 관련 양식으로써 주로 실행 과정에서 구분된다. 관찰형 학습자는 주의 깊게 관찰 후 판단하며 행동보다는 관찰을 선호한다. 행동형 학습자는 문제를 지켜보기보다는 실제로 문제에 접근하며 생각의 실현에 가치를 둔다. 넷째, ‘독립형-의존형’은 정의적 특성 관련 양식으로써 실행, 평가 과정을 주로하여 전체 과정에서 구분된다. 독립형 학습자는 개인적 활동을 선호하고 높은 성과를 중요시 한다. 의존형 학습자는 협동적 활동을 선호하고 성과보다는 구성원과의 조화를 우선시한다. 이 연구의 결과로, 획일적인 방식의 문제해결 학습 환경에서 벗어나 학생의 개인차를 존중하는 기술적 문제해결 교수&#8901;학습 환경을 실현할 수 있을 것이다. 추후 현장연구를 통하여 이 연구의 결과를 검증할 것과 도출된 기술적 문제해결 학습양식을 활용하여 실제 수업에 적용 할 수 있도록 하는 교수&#8901;학습 방법 개발의 후속 연구를 제안한다.The purpose of this study was to derive the learning style of solving technological problems and to obtain meaningful information for teaching and learning the skills of technological problem solving considering individual differences. In order to derive the technological problem solving learning style, the literature on technological problem, technological problem solving skills, learning style theory, problem solving style theory, and creativity theory are examined. Learning style reflects the characteristic of each process of solving technological problems and problem solving style and creativity. After that, the components of similar categories were integrated, and finally the learning style of solving technological problems was derived by classifying the components of different categories. The learning style for solving technological problems was derived as experiential - thinking type , adaptive - innovation type , observation type - behavior type , and independent type - dependent type . First, experiential type - thinking type is cognition- related style, mainly distinguished from understanding the problem and searching for the idea. The experiential learners rely on direct experience rather than logic, or information given from the outside. Thinking learners think about the internal system constructed through thinking and search for information and solve problems based on reason and rationality. Second, Adaptive type &#8211; Innovation type is a form related to creative characteristics, mainly distinguishing between idea search and execution. The adaptive learners place importance on the existing procedures, rules, and group customs, and the problem solving methods are sequential and prudent. Innovative learners have a new vision, an emphasis on the generation of ideas and unpredictable features. Third, observation type - behavior type is a form related to practical characteristics and is mainly distinguished in the execution process. Observers prefer to observe carefully and observe rather than behave. Behavioral learners approach real problems rather than observe problems and value realization of thought.s Fourth, independent type - dependent type is a form related to the definition of characteristics. Independent learners have a similar meaning to introverted, competitive, task-oriented, prefer personal activities, and prioritize higher performance rather than interaction or harmony with their members. Dependent learners have similar meanings as extroverted, collaborative, and interpersonal - centered, prefer collaborative activities, and prioritize harmonization with their members rather than outcomes.

A process model of social intelligence and problem-solving style for conflict management

PurposeThis study aims to explore the relationship between social intelligence (SI) and problem-solving (PS) style of handling conflict.Design/methodology/approachData on SI and PS were collected with questionnaires from 406 faculty members, and the data were averaged by departments. This resulted in a sample of 43 departments, and all the data analyses were performed with this sample of 43. SI is defined as the ability to be aware of relevant social situations, to handle situational challenges effectively, to understand others’ concerns and feelings and to build and maintain positive relationships in social settings.FindingsData analyses with LISREL at the department level suggest that SI is positively associated with PS.Research limitations/implicationsData were collected from only one public university in the USA, which might limit the generalizability of the results. The department chairs need to acquire the four components of SI to improve faculty members’ PS. This will hopefully lead to constructive management of many faculty–department chair conflicts.Originality/valueOne of the strengths of this study is that the measures of endogenous and exogenous variables were analyzed at the department level, not individual level. This study contributed to our understanding of the relationships of situational awareness, situational response, cognitive empathy and social skills with each other and to PS.

3つの異なる課題解決的学習が児童の態度と技能に及ぼす影響 : 小学校体育科の「閉鎖型スキル」教材を対象として

3つの異なる課題解決的学習が児童の態度と技能に及ぼす影響 : 小学校体育科の「閉鎖型スキル」教材を対象として

Social cognition in intellectually disabled male criminal offenders: a deficit in affect perception?

PurposeAlthough intellectual disability (ID) and criminal offending have long been associated, the nature of this link is obfuscated by reliance on historically unrigorous means of assessing ID and fractionating social cognitive skills. The purpose of this paper is to review and report current findings and set an agenda for future research in social perception, social inference and social problem solving in ID violent offenders.Design/methodology/approachThe literature is reviewed on comorbidity of criminal offending and ID, and on social cognitive impairment and ID offending. In an exploratory case-control series comprising six violent offenders with ID and five similarly able controls, emotion recognition and social inference are assessed by the Awareness of Social Inference Test and social problem-solving ability and style by an adapted Social Problem-Solving Inventory.FindingsViolent offenders recognised all emotions except “anxious”. Further, while offenders could interpret and integrate wider contextual cues, absent such cues offenders were less able to use paralinguistic cues (e.g. emotional tone) to infer speakers’ feelings. Offenders in this sample exceeded controls’ social problem-solving scores.Originality/valueThis paper confirms that ID offenders, like neurotypical offenders, display specific deficits in emotion recognition – particularly fear recognition – but suggests that in ID offenders impairments of affect perception are not necessarily accompanied by impaired social problem solving. The implication for therapeutic practice is that ID offenders might be most effectively rehabilitated by targeting simpler, low-level cognitive processes, such as fear perception, rather than adapting treatment strategies from mainstream offenders.