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Gepubliceerd in: Cognitive Therapy and Research 2/2009

01-04-2009 | Original Article

Social Problem-Solving Processes and Mood in College Students: An Examination of Self-report and Performance-based Approaches

Auteurs: Rachel J. Anderson, Lorna Goddard, Jane H. Powell

Gepubliceerd in: Cognitive Therapy and Research | Uitgave 2/2009

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Abstract

Previous research has consistently linked poor problem-solving with depression and anxiety. However, much of this research has failed to directly assess real-life problem-solving, relying on self-appraisal or responses to hypothetical problems. This study examined real-life problem-solving in three groups of college students: non-depressed/non-anxious controls; anxious; and mixed depressed/anxious. Participants completed a diary of the interpersonal problems they encountered, and their attempts to solve them. Real-life social problem-solving was also assessed by asking participants to recall past problem solutions. Participants also completed the Social Problem-Solving Inventory-Revised (SPSI-R) and the Mean Ends Problem Solving (MEPS) task. The real-life problem-solving tasks revealed significant differences between the groups, with the mixed depression/anxiety participants exhibiting less effective strategies compared to the control group. However, there were no group differences in MEPS performance, or within the constructive problem-solving style component of the SPSI-R. No deficits were found within the anxious group. Both the anxious and the mixed depressed/anxious groups expressed negative attitudes towards problem-solving. Results have implications for social problem-solving research and suggest that current assessment procedures may be unable to detect impairments in real life problem-solving. Therefore a diary procedure where individuals record their response to the problems they encounter in everyday life may prove a valuable addition to the current battery of assessment procedures.
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Metagegevens
Titel
Social Problem-Solving Processes and Mood in College Students: An Examination of Self-report and Performance-based Approaches
Auteurs
Rachel J. Anderson
Lorna Goddard
Jane H. Powell
Publicatiedatum
01-04-2009
Uitgeverij
Springer US
Gepubliceerd in
Cognitive Therapy and Research / Uitgave 2/2009
Print ISSN: 0147-5916
Elektronisch ISSN: 1573-2819
DOI
https://doi.org/10.1007/s10608-007-9169-3