THE RELATIONSHIP BETWEEN INTERPERSONAL PROBLEM SOLVING, POSITIVE - NEGATIVE AFFECT AND ANXIETY

Ahmet BEDEL
2015 Studia Psychologica  
The basic purpose of the present study is to examine whether high school students' problem solving approaches predict academic motivation or not. In line with this purpose, the researchers examined the correlation between interpersonal problem solving approaches and academic motivation scores in addition to examining whether interpersonal problem solving approaches are predictors of academic motivation. The participants of the study consist of high schools students, and the study sample is
more » ... tudy sample is composed of 587 students selected through random group sampling. 355 of the students were females, while 232 of them were males, and the mean age of the both group was 16.15 (Sd:0.94). The data were collected using Interpersonal Problem Solving Inventory and Academic Motivation Scale. Pearson moments correlation coefficient and multiple regression analysis were used to analyze the data in the study. According to the findings of the study, there was a significant positive correlation between Constructive Problem Solving (CPS) (r=.442, p<.01) and Insistent-Persevering Approach (IPS) (r=.366, p<.01) and Academic Motivation. It was seen that interpersonal problem solving accounted for 22% of the total variance in academic motivation. Keywords: interpersonal problem solving, academic motivation. SUMMARY Purpose and Significance: The basic purpose of the present study is to examine whether high school students' problem solving approaches predict academic motivation or not. In line with this purpose, the researchers examined the correlation between interpersonal problem solving approachs and academic motivation scores in addition to whether interpersonal problem solving approachs are predictors of academic motivation. Currently, students are expected to solve interpersonal problems successfully. Another importanr expectation from the students is academic achievement. These expectations gradually exceed and they directly or indirectly affect the students' lives that are in the focus of their families and their expectations. Method: The survey method was employed in the study. The participants were selected with random cluster sampling method. The participants of the study consist of high schools students, and the study sample is composed of 587 students. 355 of the students were females, while 232 of them were males, and the mean age of the both groups was 16.15 (Sd:0.94). The data were collected using Interpersonal Problem Solving Inventory and Academic Motivation Scale. Pearson moments correlation coefficient and multiple regression analysis were used to analyze the data in the study. Results: According to the findings of the study, there was a significant positive correlation between Constructive Problem Solving (CPS) (r=.442, p<.01) and Insistent-Persevering Approach (IPS) (r=.366, p<.01) and Academic Motivation. It was seen that interpersonal problem solving accounted for 22% of the total variance in academic motivation. Discussion and Conclusions: The results specifically point out two main dimensions within the relationship between interpersonal problem solving and academic motivation. These dimensions are constructive problem solving and insistent-persevering approach. The results also yielded the importance of belief in achievement and insistency in the behavior. In studies of social problem solving, an individual's self-perception of effective problem solver is associated with high academic motivation and achievement (Baker, 2003) . The results of the study would help psychological counselors in designing and conducting interpersonal problem solving and academic motivation guidance programs on the grounds of developmental and preventive counseling and guidance approaches.
doi:10.21909/sp.2015.02.688 fatcat:3g3l3duv4bbnrposh4cqnx3nsu