Interpersonal Cognitive Problem-Solving And Social Self-Efficacy In Children

Abstract

Research literature showed that the functioning of social abilities have a large impact on personal and professional success and influence the quality of mental and physiological health on the long run. Deficits in social skills and social competence play a significant role in the development and maintenance of many emotional and behavioural disorders of childhood and adolescence. Social-cognitive problem solving has been proposed and often accepted as relating positively to social and emotional adjustment, yet empirical support has been inconsistent. Interpersonal cognitive problem solving skills included: sensitivity to or the recognition of interpersonal problems; the ability to generate alternative solutions to solve these problems; the ability to consider step-by-step means to achieve social goals; the ability to articulate consequences of social acts for oneself and for others, and to generate alternative consequences to acts of social significance before deciding how to behave and the ability to identify and understand the motives and behaviors of others. This study aimed at examining the relationships among interpersonal problem solving skills and social self-efficacy in social competence. The data collected after applying the instruments C hildren’s Self-Efficacy in Peer Interactions, Wally Problem Solving Test and The Social Problem Solving Measure . The findings showed that the interpersonal problem solving skills and social self-efficacy are correlated positively.

Keywords: Interpersonal cognitive problem solvingsocial competenceemotional adjustmentpreschoolchildhood

Introduction

Children’s efficient adaptation to the complex requirements of the environment are ensured by the

optimal development of social and emotional competences. Longitudinal studies affirm that the optimal

development of social competencies at early ages has a significant contribution to obtaining academic

success (Ladd, 1999; Carlton & Winsler, 1999; Ladd, Herald, & Kochel, 2006) and in better exercise of

interpersonal behaviours at adult age such as cooperation, communication skills, the ability to make

friends, the ability to initialize and maintain social interactions, prosocial behaviors (Denham et al.,

2003). Social competence helps students interact constructively with parents, peers and teachers and it

contributes uniquely to academic success by addressing the inherently social dimensions that are

characteristic of learning in a classroom setting (Ladd, Herald et al. 2006). An inadequate development of

social and emotional competences is associated during school years until maturity with psycho-social

problems such as social anxiety, depression, social phobia, seclusion (Junttila, Voeten, Kaukiainen, &

Vauras, 2006).

Theoretical Considerations

Objectives and hypothesis of the study

This study aimed at examining the relationships among interpersonal problem solving skills and

social self-efficacy, in social competence at the primary school children. The present pilot study proposes to answer the following questions:

• What is the social self-efficacy level of 10 year children?

• What kind of relation can be established between social self-efficacy perceived by 10 year

children and the capacity to solve social problems?

Method

Results and discussions

The results obtained after having applied the above-mentioned instruments confirm that there are

relations between interpersonal problem solving skills and social self-efficacy in social competence.

As regards the social self-efficacy level perceived by 10 years children from the investigated

sample, it has a high value, m=77.29, sd=7.29, with no significant differences between boys and girls (t=-

0.372, df=43, sig.=0.712), but with significant differences between children from the rural and those from

the urban environment (t=4.291, df=43, sig.=0.000).

Concerning the social competence perceived and evaluated by the teacher, this is measured at

m=80.71, sd= 8.46. There are no observed differences as concerns the development of social competence

between boys and girls (t=-1.41, df=43, sig=0.165), but there are significant differences between children

from the rural and those from the urban environment (t=4.29, df=43, sig=0.000).

We can affirm that the differences observed in the matter of the perceived self-efficacy, as well as

the social competence between the children from rural and those from urban environment are determined

mainly by the multiple situations and requirements of the environment they live in. The rural environment

is characterized by security, interknowledge among the members of the community, with little demands.

Instead, the child who lives in a urban environment benefits from interrelational diversity and many

unpredictable situations which force him to adapt. Obviously, personal equation intervenes from behind

these relations which can facilitate or slow down social adaptation and the development of social

competences implicitly.

The analysis of the obtained results by applying the instrument which identifies the strategies used

by children in social problem solving confirms the existence of a relation between the positive and the

negative strategies used by children and between the aggressive and efficient ones; we determined a

correlation of r=0.362*, p=0.015.between the results obtained at Wally Problem Solving Test and those at

Social Problem Solving Measure.

The data presented demonstrated highly significant relations between the perceived social self-

efficacy and the positive strategies of social problem-solving (r=0.656, p=0.000), on one hand and on the

other hand with the development of the social competence perceived by the adults, in our case –the

teacher (r=0.693, p=0.000). The results confirm that the development of empathic capacities and

interpersonal behaviours influence children’s capacity to develop self-confidence, self-esteem and

emotional well-being.

Conclusions

The studies underline that the development level of social competences at early ages leads to

social acceptance in the adult life. Students who are not socially competent are more capable of

experiencing reciprocal rejection as compared to their socially competent schoolmates. On the other hand,

successful social interactions improve students’ self -concepts, perceptions of peers and teachers,

connectedness to school, and ultimate academic achievement.

The present study represents a pilot study for adapting the instruments used in measuring diverse

variables involved in the development strategies of primary school children’s social efficacy. The

identification of the basic components of social self-efficacy leads to the designing of efficient

development programs for them. Easing the development of social self-efficacy beliefs determines a

better school adaptation, a rise in self-esteem and the improvement of academic performance.

The results obtained by applying the described instruments cannot be generalized due to the

following limits: on one hand the insufficient representativity of the sample and the small number of

subjects and secondly the use of instruments unadapted to the level of population in Romania.

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