Problem-Solving Training: Its Effect on Preschool Children’s Actual and Perceived Competence and Behavioral Adaptation

Authors

Roselle Friedman, Florida International University

Document Type

Thesis

Degree

Master of Science (MS)

Major/Program

Psychology

First Advisor's Name

Nancy Blaney

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Janat Parker

Third Advisor's Name

Mary Levitt

Date of Defense

8-4-1983

Abstract

This study evaluated the effects of an interpersonal cognitive problem-solving training program on the general competence and behavioral adaptation of preschool children. Two groups of four year olds were assigned to either an experimental (interpersonal problem-solving condition) or a control (storytime) condition. Measures of child-rated cognitive, social, physical and general competence were collected pre and post training. No significant pretest or posttest between-group differences were found on any of the child-rated scores. A significant pretest difference found on the teacher-rated social competence test was upheld at posttest. The teacher-rated total competence scores showed significant between- group differences at posttest only. A significant between-group difference was found at pretest on the teacher-rated Classroom Behavior Inventory (CBI) total. At posttest none of the factors of the CBI or its total was found to show significant differences between the groups. Based on these results, it cannot be shown that interpersonal cognitive problem-solving training has an effect on the cognitive or social competence, or behavioral adaptation of preschool children.

Identifier

FI15101450

Recommended Citation

Friedman, Roselle, "Problem-Solving Training: Its Effect on Preschool Children’s Actual and Perceived Competence and Behavioral Adaptation" (1983). FIU Electronic Theses and Dissertations. 3611.
https://digitalcommons.fiu.edu/etd/3611