Evaluation of a brief intervention based on social cognitive theory to develop problem-solving skills among sixth-grade children.
This study evaluated an intervention based on social cognitive theory (SCT) intended to develop problem-solving skills (PSS) in sixth graders. Psychometrically tested measures were developed for (1) constructs of SCT (situational perception of stressors, expectations of PSS, self-efficacy for PSS, self-efficacy in overcoming barriers, and self control when applying PSS), (2) PSS, and (3) application of PSS to real-life problems. Five classrooms (n = 133) were randomly assigned to the SCT-based intervention and five classrooms (n = 127) to an equivalent knowledge-based intervention. Using a partial nested design, statistically significant improvements for expectations of PSS, self-efficacy for PSS, and PSS were found in the SCT-based intervention. At posttest, 36% of the students in the SCT-based intervention reported applying PSS to real-life problems as compared with 1% in the knowledge-based group. This pilot study suggested that an SCT-based intervention was more efficacious in developing PSS than a knowledge-based intervention.
Sharma
M
M
School of Health, Physical Education, and Recreation, University of Nebraska at Omaha 68182-0216, USA. manoj_sharma@unomaha.edu
Petosa
R
R
Heaney
C A
CA
D000293:Adolescent; D002648:Child; D015928:Cognitive Behavioral Therapy; D005260:Female; D006266:Health Education; D006801:Humans; D007389:Internal-External Control; D008297:Male; D010555:Personality Inventory; D011340:Problem Solving; D011614:Psychotherapy, Brief; D020377:Self Efficacy; D012938:Social Perception