The investıgation of social problem solving abilities of university students in terms of perceived social support

Abstract

Zeliha TRAŞ

The purpose of this study is to analyze of university students’ perceived social support and social problem solving. The participants were 827 (474 female and 353 male) university students. Data were collected Perceived Social Support Scale-Revised (Yildirim, 2004) and Social Problem Solving (MaydeuOlivares and D’Zurilla, 1996) translated and adapted by (Dora, 2003). In order to analyze data, Pearson Correlation Coefficient and simple regression analysis. The results of the study showed that a significant negative relationship among social support perceived from family, peer and teacher and negative orientation problem solving, impulsive-careless problem solving and avoidance problem solving. We also identified a significant positive relationship between social support from perceived family and teacher support and positive orientation problem solving and also a significant positive relationship between social support perceived from family, peer and teacher support and rational problem solving. The results also showed that perceived social support from family, peer and teacher significantly predicted social problem solving. Findings, their implications, limitations of the study and recommendations for future research are discussed.