Dr Rachel Anderson Rachel.Anderson@hull.ac.uk
Reader/Graduate Research Director
Social problem-solving processes and mood in college students: An examination of self-report and performance-based approaches
Anderson, Rachel J.; Goddard, Lorna; Powell, Jane H.
Authors
Lorna Goddard
Jane H. Powell
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.
Citation
Anderson, R. J., Goddard, L., & Powell, J. H. (2009). Social problem-solving processes and mood in college students: An examination of self-report and performance-based approaches. Cognitive Therapy and Research, 33(2), 175-186. https://doi.org/10.1007/s10608-007-9169-3
Journal Article Type | Article |
---|---|
Acceptance Date | Apr 30, 2009 |
Online Publication Date | Oct 27, 2007 |
Publication Date | Apr 30, 2009 |
Journal | COGNITIVE THERAPY AND RESEARCH |
Print ISSN | 0147-5916 |
Electronic ISSN | 1573-2819 |
Publisher | Springer Verlag |
Peer Reviewed | Peer Reviewed |
Volume | 33 |
Issue | 2 |
Pages | 175-186 |
DOI | https://doi.org/10.1007/s10608-007-9169-3 |
Keywords | Experimental and Cognitive Psychology; Clinical Psychology |
Public URL | https://hull-repository.worktribe.com/output/405704 |
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