جستجوی مقالات مرتبط با کلیدواژه "problem solving styles" در نشریات گروه "علوم انسانی"

This research aimed to examine the relationship between thinking and problem-solving styles with marital satisfaction in women who experienced spousal emotional and cultural abuse. The statistical population of the study consisted of all women who had experienced spousal emotional and cultural abuse in Yazd city. Among them, 150 individuals were selected as the sample using purposive sampling method. The research was designed as a descriptive correlational. To collect data, the Enrich Marital Satisfaction Questionnaire (Fowers & Olson, 1989), Thinking Styles Questionnaire (Sternberg and Wagner, 1991), and Problem-Solving Styles Questionnaire (Cassidy and Long, 1996) were implemented. The data were analyzed by applying Pearson correlation coefficient and simultaneous multiple regression as main statistical procedure. The results indicated a significant positive relationship between marital satisfaction, legislative thinking, executive thinking, hierarchical thinking, anarchic thinking, local thinking, introvert thinking, extrovert thinking and effective problem-solving styles. The results also revealed that marital satisfaction was significantly and negatively correlated with judicial thinking, monarchic thinking and inefficient problem solving styles. And that there was not existed a significant correlation between monarchic thinking, global thinking, liberal thinking, conservative thinking styles and marital satisfaction. The findings also showed that legislative thinking, hierarchical thinking, local thinking, introvert thinking, effective and inefficient problem-solving styles predicated 56.9 percent of the marital satisfaction variance (p<0.001). Other variables were not able to predict the marital satisfaction. Therefore, some of the thinking styles and problem solving styles in women who experienced spousal emotional and cultural misbehaviors could improve marital satisfaction by taking advantage of proper social and cultural contexts.

The present study was conducted with the aim of providing a peace model of suicidal tendency based on the initial incompatible schemas with the mediating role of problem solving styles in adolescents of Ilam city. In this research, the descriptive-correlation method with the type of structural equation model was used, the statistical population of the research included all the teenagers (age range 13 to 18 years) of Ilam city in the period of the first six months of 1401, based on the statistics of the Ilam city registry. There were 14384 people. In order to estimate the sample size from Cochran's formula, a sample of 374 people was determined and selected in two stages of stratified random sampling (by gender) and multi-stage sampling. The measurement tools included Beck's Suicidal Thoughts Questionnaire (1999), Young and Brown's Standard Schema Questionnaire (2001), and Hepner and Petersen's Problem Solving Styles (1987). For data analysis, structural equation model and path analysis were used with the help of SPSS and AMOS software. The findings showed that the primary maladaptive schemas directly and through the mediation of problem solving styles are effective and explainable on the tendency to commit suicide in adolescents in Ilam city. As a result, problem-solving style skills can play a decisive role in the impact of early maladaptive schemas on the tendency of adolescents to commit suicide.

The aim of this study was to equation modeling academic burnout and problem-solving styles with the mediating role of academic buoyancy. This descriptive research was of the correlation type based on the structural equation modeling (SEM). The statistical population of this study consisted of all high school students in the city of Hamadan in the year 2022. 304 students were selected by multi-stage cluster sampling method. Data were collected using the Mosleshs academic burnout (2002), Cassidy and Long's problem-solving styles (1996) and Martin and Marsh's academic buoyancy (2008) questionnaires. The results showed that academic buoyancy and the components of trust, orientation and creativity have a negative effect and the components of helplessness and avoidance have a positive effect on academic burnout. But the direct effect of the inhibition component on academic burnout was not significant. The components of trust, orientation and creativity have a positive effect and helplessness, avoidance and inhibition have a negative effect on academic buoyancy. Also, the components of trust, orientation and creativity have a negative effect and helplessness, inhibition and avoidance have a positive effect with the mediating role of academic buoyancy on academic burnout. The results can be a model for intervention.

Problem solving skills and learning styles are important issues in all age groups. Although the factors affecting it have been investigated in many researches, but investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles has been less investigated.

This research was conducted with the aim of investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles.

The current research was descriptive and of correlation and structural equations type. The statistical population of the research included all Secondary School Students of Garmsar city in the academic year 2020-2021, and 341 of these students were selected by random cluster sampling. In order to collect data, five fact mindfulness questionaair (Baer et al., 2006), Learning Style Orientation Inventory (Towler & Dipboye, 2003) and Problem Solving Styles Questionnaire (Cassidy & Long, 1996) were used. In order to analyze the data, the correlation method and structural equations were used with the help of SPSS-22.

The results showed that the five components of observation, description, action with awareness, non-judgment and non-reaction had an effect on the problem-solving styles of Secondary School Students in Garmsar city with the mediating role of learning styles (P<0.05).

Based on the obtained results, learning styles can affect learning by indirectly affecting problem solving styles. Therefore, the results of this research can have important implications for educational professionals in the field of education, including the impact of mindfulness and learning styles on problem solving.

This study was conducted with the aim of cultural approach in modeling traits of borderline personality disorder in adolescents based on theory of mind: the mediating role of problem solving styles.

The research method was structural equation modeling. The statistical population included all adolescents aged 15 to 18 years from schools in the five districts of Tehran in the academic year of 2018-2019, using the multiplicity sampling method of 352 adolescents, boys and girls, as a selection sample and borderline personality questionnaires (BPI) of mind-reading from They completed the eye images (RMET) and problem solving styles questionnaire. The data were analyzed with the help of SPSS and AMOS software and with the method of structural equation modeling.

The findings showed that theory of mind has an effect on borderline personality disorder traits by mediating problem solving styles in adolescents with a path coefficient of 0.68, theory of mind has an effect on problem solving styles with a path coefficient of 0.87. Also, problem solving styles have an effect on borderline personality disorder traits with a path coefficient of 0.65.

Therefore, it is possible to reduce the pathological symptoms of people with borderline personality disorder by considering the cultural background of teenagers and by teaching problem solving skills.

The present study was conducted to predict problem-solving styles based on the dimensions of self-differentiation in substance-dependent individuals.

This research was of descriptive-correlational type, and its statistical population included substance-dependent males and females who referred to the addiction treatment centers in the city of Arak in 2020. The study sample consisted of 270 people selected by convenience sampling method. The research tool was the self-differentiation questionnaire and the problem-solving Strategies scale. The data were analyzed with Pearson's correlation coefficient and stepwise regression analysis.

The results showed that the dimensions of self-differentiation were significantly related to the problem-solving styles in substance-dependent individuals. Also, regression analysis indicated that mixing with others could predict creativity styles and self-confidence. In addition, emotional breakdown explained approach and helplessness styles. In addition, the emotional reaction in the second step could predict creativity and approach styles. Emotional reaction also predicted the restraint style, but the position of the self could not predict any of the problem-solving styles.

According to these findings, the level of self-differentiation plays a significant role in predicting ways of coping with problems and events of daily life in substance-dependent individuals. For this reason, it is necessary to include measures to improve the level of differentiation in addiction prevention programs for children and adolescents, as well as in the treatment of substance-dependent individuals.

Subject and Purpose of the Article: Self-efficacy refers to the auditor's belief in individual competencies that enable the auditor to have more control over existing situations, thereby improving professional performance and judgment. Therefore, the auditor's self-efficacy can be affected by problem-solving styles. For this purpose, in this research, the effect of problem-solving styles on the self-efficacy of auditors of the Court of Audit of Iran has been investigated.Research The descriptive survey method and from the perspective of the purpose is of the applied research, which has used the standard questionnaire instrument. The research sample is 406 auditors of the Court of Audit who were selected by simple random sampling.Research The results show that problem-solving styles have a significant effect on the self-efficacy of auditors of the Court of Audit. Thus, creative styles, confidence, trends, failure, avoidance, and avoiding have the greatest impact on the auditor's self-efficacy, respectively.Conclusion, Originality and its Contribution to the Knowledge: The results of this study can help the Court of Audit in recruiting new auditors to consider the type of their problem-solving styles, thus improving the quality of auditing by improving the individual self-efficacy. Therefore, the results of this study can incorporate the Concepts of Cassidy's Cognitive and Behavioral Theory into behavioral research texts in governmental auditing.

The aim of this study was to evaluate the effectiveness of transactional analysis approach on individual and social adjustment and problem-solving styles of secondary school students. The research method was quasi-experimental with post-test pre-test design with control group. First, the pre-test was performed on both groups using research tools, then the experimental group intervention was performed in 60- 90-minute group sessions with an transactional analysis approach, and finally the post-test was completed again by both groups. The statistical population included all girls’ secondary school students in Firoozabad in the 6 months of autumn and winter of 2019 who were studying in the schools of this city. The sample size was 30 people who were selected by available sampling method and were randomly assigned to two groups of 15 experimental and control groups. Research tools included a Singha & Sing adjustment (1993) and Cassiddy & Long problem-solving questionnaires (1996). The results showed that the mean of adjustment scores and individual and social adjustment components in the experimental group posttest compared to the control group increased significantly. It also showed t that the mean scores of constructive problem-solving styles in the post-test in the experimental group compared to the control group increased significantly. Also, the mean scores of non-constructive problem-solving styles in the post-test in the experimental group compared to the control group have decreased significantly. It can be concluded that counseling with a transactional analysis approach is effective on individual and social adjustment and problem-solving styles of secondary school students.

Problem-solving styles are cognitive processes based on which people choose appropriate and effective strategies in dealing with problems and difficulties. These styles, as one of the models of systematization and information processing, lead to appropriate decisions. The purpose of this study is to investigate the effect of problem-solving styles with a psychological-behavioral approach on auditor neutrality. The Descriptive-Survey method and the standard questionnaire instrument have been used in this research. The statistical sample of the research consisted of 503 auditors working in the auditing institutes of the Iranian Society of Certified Auditors and the audit organization in 2020 and were selected by a simple random sampli‍‍‍ng me‍‍‍‍‍‍thod. Also, research hyp‍‍‍otheses we‍‍re-tes‍‍‍ted by mo‍‍‍‍‍‍deling struct‍‍‍ural equatio‍‍‍‍ns u‍‍‍‍sing PLS so‍‍‍‍‍‍ftware. Research shows that the psychological and behavioral characteristics of people affect the effectiveness of their performance. Thus, the decision-making process and professional judgment of auditors are largely shaped by the application of cognitive and behavioral activities and processes. Therefore, auditors' psychological differences contribute to an overall understanding of their performance in gathering information, impartial evaluation of evidence, and professional judgment. Test evidence shows that there is a significant relationship between problem-solving styles with Cassidy's psychological-behavioral approach and the auditor's neutrality. Also, creative styles, trends, confidence, failure, avoidance, and avoiding have the greatest impact on the auditor's neutrality, respectively. The results show that problem-solving styles affect the auditor's neutrality. Thus, problem-solving styles are effective in information processing, neutral evaluation of evidence, and decision-making and judgment of auditors. Therefore, the results of the research can improve the decision-making and Professional judgment of the auditor and introduce the concepts of Cassidy's psychological-behavioral theory into the behavioral research texts in auditing. The findings of the present study are important because it recognizes impartiality as one of the basic components of auditors' professional judgment influenced by problem-solving styles. Based on the results, it is suggested that to increase the impartiality of independent auditors and thus improve the quality of auditing, auditing firms should evaluate independent auditors based on the type of problem-solving styles for information processing and impartial evaluation of evidence. Also, when hiring new auditors, in addition to focusing on general and professional competencies, the type of cognitive-behavioral styles should be evaluated. Because the existence of matching between auditors' cognitive-behavioral styles and their performance, improves the quality of auditing and increases the credibility of the audit profession in society.

One of the concepts that has been considered by researchers in preventing all kinds of injuries and malfunctions such as addiction and can help the literature related to the field of addiction is the degree of its differentiation. Understanding differentiation informs us of how individuals shape their behavior within the larger social context. The present study was conducted to investigate the relationship between their levels of differentiation and problem solving styles in drug addicts.

The research was descriptive-correlational and was conducted among those addicts in Kashan who had referred to addiction treatment centers in this city in 1400. Among them, 270 eligible subjects were selected by available sampling method and were asked to complete the Scorne differentiation questionnaires and Cassidy and Lang problem solving methods.

Analysis of data with Pearson correlation coefficient revealed that there is a significant relationship between their levels of differentiation and problem solving methods in addicts. This relationship was positive with constructive and efficient problem solving styles and inverse with non-constructive and inefficient styles.

The findings indicate that the level of differentiation is low in most addicts; For this reason, they are more likely to use inefficient methods of problem solving in the face of problems and events in their daily lives; Therefore, it is necessary to provide training to improve their level of differentiation in addiction prevention programs for children and adolescents, as well as in addiction treatment programs. This has a great impact on the use of effective and efficient methods of problem solving in the face of life problems and problems, and as a result, they will resort to drugs less to adapt to life problems and events.

The purpose of the present study was to predict academic engagement based on problem solving styles, self-control and emotional expression among students of Farhangian University.

The research method was correlation and the statistical population included all the students of Ilam Branch of Farhangian University in the academic year 2019-2020. The sample consisted of 217 persons (94 girls and 134 boys) who were selected according to Morgan table by proportional random sampling. And they responded to the Lam et al. academic engagement (2014), the Cassidy and Long problem solving styles (1996), Tangney et al. self-control (2004) and King and Ammons emotional expression (1990) questionnaires.

The results of logistic regression analysis showed that positive problem solving (p <0.01), negative problem solving (p <0.01), self-control (p <0.01) and emotional expression (p <0.03) predicted academic conflict in students.

Based on the findings, it can be concluded that problem solving styles, self-control and emotional expression play a role in students 'academic engagement and can be considered as important variables affecting students' academic engagement.

The aim of this study was to identify coronavirus anxiety based on anxiety tolerance and problem solving styles in working women in Yasuj. The design of the present study was descriptive and correlational. The statistical population of the study consisted of all working women in Yasuj in 1399. From the statistical population based on Morgan table, 364 people were selected and studied by random sampling of single-stage clusters. Data were collected using the Simmons and Gaher (2005) Distress Tolerance Questionnaire, Cassidy and Lang (1996) problem-solving strategies, and the coronavirus anxiety of Alipour et al. (1398). After collecting and extracting the data, participants' scores were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS statistical software. The results of correlation coefficient showed that corona anxiety has a negative correlation with constructive problem solving style and distress tolerance and a positive correlation with non-constructive problem solving style. Also, the results of multivariate regression showed that constructive problem solving style with beta coefficient of 0.11, non-constructive problem solving style with beta coefficient of -0.76 and distress tolerance with beta coefficient of 0.20 could predict coronary anxiety in working women. Because problem-solving and stress-tolerant styles can be good predictors of coronary heart disease anxiety; Corona anxiety can be reduced by examining effective problem-solving strategies and increasing distress tolerance.

This study investigated the relationship between mindfulness, problem-solving styles, and self-efficacy with academic achievement in 10th grade male students.

 The leading research method was descriptive-correlational. The statistical population included all 10th-grade male students, of which 240 were selected by convenience sampling. The Five-Dimensional Mindfulness Questionnaire (FFMQ), the Problem-Solving Styles Questionnaire (PSSQ), and the Self-Efficacy Scale (GSES) were used to collect research data. Last year, the student's grade point average was determined as a criterion for academic achievement. Multiple regression analysis was used to analyze the data.

 The results showed a positive and significant relationship between the variables of mindfulness, self-efficacy, and constructive components of problem-solving styles with academic achievement and a negative relationship between non-constructive elements of problem-solving techniques and academic achievement. There is the significance (P <0.01).

 Therefore, increasing mindfulness, self-efficacy, and problem-solving styles' building blocks can be part of school programs to improve academic achievement.

The aim of this study was to investigate the effect of self-regulatory strategies training on problem-solving styles and self-directed learning students. The research method was quasi-experimental with pre-test-post-test and control group. The statistical population of the study consisted of all third-grade male students in the second year of high school in Kermanshah in the second semester of 2018-19. Among them, 30 third-grade male students were randomly selected as the research sample and randomly assigned to two experimental groups (15 people) and a control (15 people). The experimental group received a group self-regulatory training program in eight 90-minute sessions per week as a group; the control group was on the waiting list for 2 months. In order to gather information, the problem-solving style questionnaires were shortened and Lang (1996) and self-learning for Fisher et al. (2001) were used. Multivariate analysis of covariance was used to analyze the data. The findings showed that there was a significant difference between the mean of post-test scores of the experimental and control groups in the variables of problem-solving styles and self-directed learning by controlling the effect of the pretest. Generally, based on the results of this study, it can be said that self-regulatory strategies training was effective in increasing problem-solving styles and studentschr('39') self-directed learning.

This study was aimed to study the role of problem solving styles and psychological capital in perceived stress caused by Coronavirus among the women of family.

The research method was descriptive-correlational, and from the statistical population of women in Bandar Abbas, 155 women participated in the study as a sample by using the convenience sampling method. The data were collected using the Cassidy and Lang (1996) Problem Solving Styles Questionnaire, gLuten & Avolio (2007) Psychological Capital, and Cohen, Kamarck, & Mermelstein (1983) Perceived Stress. Pearson correlation coefficient and stepwise regression analysis were used to analyze the data.

There was a positive correlation between the problem-solving styles of helplessness, avoidance, and tendency, and perceived stress, and there was a significant negative correlation between the problem-solving styles of inhibition, creativity, and trust and the perceived stress (p = 0.01). Also, there is a significant correlation between self-efficacy and resilience subscales and perceived stress (p = 0.01). And there is a significant correlation between the total score of psychological capital and the subscales of hope and optimism and perceived stress (p = 0.05). The stepwise regression coefficients showed that inhibition style with a beta coefficient (β = 0.27), creativity style with a beta coefficient (β = 0.24), self-efficacy psychological capital with a beta coefficient (β = 0.20), psychological capital Resilience with a beta coefficient (β = 0.19), and psychological capital of optimism with a beta coefficient (β = 0.17) were able to predict the perceived stress of coronavirus in women.

According to the findings of the study, it seems that the use of emotion regulation strategies and having a sense of meaning in life can reduce the severity of the psychological burden in stressful situations.

This study was conducted to determine the effectiveness of mindfulness training on impulsivity and problem-solving styles in substance-dependent men.

The present study was quasi-experimental with pretest-posttest and follow up design with a control group. The statistical population of the study included all substance-dependent men referred to the residential addiction treatment center in Islamshahr in 2019 (n=123). Among them, a sample of 40 individuals was selected by purposive sampling method and randomly assigned into the experimental (n=20) and control (n=20) groups. Participants completed the impulsivity scale and the problem-solving styles questionnaire in pretest, posttest, and follow up. The experimental group underwent eight 60-minute sessions of mindfulness training, and the control group did not receive any intervention. The data were analyzed using multivariate analysis of covariance.

The results showed that mindfulness training improved impulsivity and problem-solving styles in the posttest phase and this effect remained stable during follow up phase.

The results of the present study showed that mindfulness training can be used as an appropriate method to improve impulsivity and problem-solving styles in substance-dependent men, and thus reduces the harmful effects of addiction.

The current research aim was purpose conducted the mediating role of self-efficacy in the relationship between problem solving styles and corona anxiety in a correlation design. The population of this study included all Undergraduate students Poldokhtar Higher Education Center who were studying in the academic year 2020-2021. 230 students participated in this study online and respond to Corona Disease Anxiety Scale (Alipour, Ghadami, Alipour and Abdollahzadeh, 2020), Problem Solving Style (Cassidy and long, 1996) and General Self-Efficacy (Sherer and Madox, 1982). Data analysis was performed using path analysis statistical method and by the SPSS-22, and AMOS-24 statistical softwares and bootstrapping method was used to examine the mediating role of the variables. The findings showed that among the components of problem-solving styles, helplessness and inhibition have a positive effect and trust, orientation and self-efficacy have a negative effect on corona anxiety (P <0.01). Helplessness has a negative effect and creativity and tendency have a positive effect on self-efficacy (P <0.01). Orientation and creativity through self-efficacy mediation can reduce students’ anxiety and helplessness through self-efficacy mediation can increase students' anxiety (P <0.01). The findings are considered consistent with the results of similar previous studies and are an important step in explaining the factors affecting corona anxiety and also as a suitable model for designing comprehensive corona anxiety prevention programs.

The aim of this study was to determine the effectiveness of cognitive – metacognitive strategies education the difference of Problem solving styles and referential thinking in high school female students in the second Khorramabad. this quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students Khorramabad were selected and randomly assigned to experimental groups (cognitive – metacognitive strategies education) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours Intervention cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking and Problem solving styles in the pretest and posttest for both test and control groups were used. Data were analyzed using of covariance. analysis showed significant differences between the two groups. Results showed that cognitive – metacognitive strategies education in increasing the level referential thinking and Problem solving styles is effective. Therefore, it can be said that as teachers learn and master the cognitive-meta-cognitive strategies of teaching, they can help reduce referral thinking and increase the use of student problem solving style.