Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman's and Bandura's Theories on Adolescent Girls'  Problem-Solving Styles

Shokoofeh Khoshneshan; Davood Taghvaei; Zabih Pirani

doi:10.61838/kman.aftj.5.2.25

Authors

Shokoofeh Khoshneshan PhD Student, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran Author https://orcid.org/0000-0002-7824-8431
Davood Taghvaei Associate Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran Corresponding Author https://orcid.org/0000-0002-8906-8823
Zabih Pirani Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran Author https://orcid.org/0000-0003-0788-0744

DOI:

https://doi.org/10.61838/kman.aftj.5.2.25

Keywords:

Problem-solving style, problem-solving skills, student

Abstract

Objective: The purpose of this study was to compare the effectiveness of problem-solving skills training based on the theories of Tolman and Bandura on the problem-solving styles of middle school students.

Methods: The research method was quasi-experimental. The population consisted of all female first-year middle school students in Hamadan, with a sample size of 75 students (three groups of 25), selected through multi-stage cluster sampling. The D'Zurilla, Nezu, and Maydeu-Olivares problem-solving questionnaire (2000) was used for data collection. Problem-solving training sessions based on Tolman's theory followed a protocol provided by Tolman (1932), and those based on Bandura's theory followed a protocol by Bandura (1999), conducted over eight 60-minute weekly sessions for two months. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and the Scheffé post hoc test.

Findings: There were differences in the impact of training based on these theories on students' problem-solving styles (P < .01). Training based on Tolman's theory was more effective in reducing the use of negative and impulsive problem-solving styles compared to training based on Bandura's theory (P < .01).

Conclusion: These trainings increased the use of positive and logical orientation styles and decreased the use of negative, avoidant, and impulsive styles among students.