ERIC Number: ED307036
Record Type: Non-Journal
Publication Date: 1989-Apr
Reference Count: N/A
Developmental Differences in Social Problem Solving and Their Implications for Adjustment.
Battistich, Victor; And Others
Children's development of social problem-solving skills and the relationships of those skills to social adjustment were longitudinally investigated from kindergarten through fourth grade. Social problem-solving skills of 300 subjects from three suburban elementary schools in a middle class community in northern California were assessed each year using one of two hypothetical-reflective interview measures: one focusing on interpersonal conflicts over the use of resources; the other on problems of object acquisition and peer group entry. Measures of social adjustment were obtained from teacher ratings and classroom sociometric assessments. Findings indicated that children of both sexes became increasingly skilled at solving common interpersonal problems, with the greatest change occurring between kindergarten and second grade. Children became increasingly assertive and effective in problem-solving responses, relying more on prosocial strategies and less on aggressive strategies or giving up. Children also increased in range of responses and ability to respond with a new strategy when initial attempts failed. Finally, children improved in their understanding of problem situations and the consequences of actions, and were more likely to interpret situations in terms of the needs and feelings of those involved. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: William and Flora Hewlett Foundation, Palo Alto, CA.
Authoring Institution: N/A