Evaluation of a coping intervention developing problem-solving skills among upper elementary school children based on social-cognitive theory.

摘要

eveloping problem solving skills (PSS) among children may promote positive mental health, aid in preventing several negative pathological, psychopathological, behavioral, and ecological outcomes, and help in acquisition of healthy behaviors. The purpose of this study was to evaluate an intervention based on Social Cognitive Theory (SCT) intended to develop PSS in sixth graders. Valid and reliable instruments were developed that measured the (1) constructs of SCT (situational perception of stressors, expectations of PSS, self-efficacy of PSS, self-efficacy in overcoming barriers while applying PSS, and self control of applying PSS); (2) level of PSS; and (3) application of PSS to real life problems. Confirmatory factor analyses were used to establish construct validity for the subscales measuring constructs of SCT in a separate sample (n = 257) and the study sample (n = 260). For evaluation, five classrooms (n = 133) were randomly assigned to the SCT-based (experimental) intervention and five classrooms (n = 127) to an equivalent knowledge-based (comparison) intervention. In process evaluation, both interventions were found to have been implemented as planned. Using a one-between groups and one-within subjects partial hierarchical design, statistically significant improvements in SCT-based intervention for expectations of PSS (p