Social Problem-Solving in Freshmen: The Role of Emotional Stability, Secure Attachment, Communication Skill, and Self-Esteem

Abstract

Freshmen during the pandemic faced some complex problems during their transition, including adjustments to the online lecture system and independent learning, task demands, and limited social interaction with lecturers and classmates. This condition required the ability to solve problems effectively and efficiently. The purpose of this research was to determine how emotional stability, secure attachment, communication skills, and self-esteem influence social problem-solving. Participants in this research were 702 first-year students from university X who were active and domiciled in the Jakarta Greater Area and several other cities. The measuring instruments used were the Social Problem-Solving Inventory-Revised Short-Form, the Self-Esteem Scale, the Interpersonal Communication Scale, the Indonesian version of the Big Five Inventory for neuroticism, and the Secure Attachment Scale. The data was collected through an online questionnaire. The data analysis technique used hierarchical regression. The results show that emotional stability in the form of low neuroticism has a strong effect on social problem-solving, and this effect is stronger when the secure attachment variables and communication skills are taken into the analysis. When self-esteem is included as the last variable, secure attachment no longer affects social problem-solving. However, the total influence is simultaneously getting stronger.

Do loneliness, perceived stress, and communication skill with peers predict social problem-solving in freshmen during COVID-19 pandemic?

“…However, there are some fundamental differences from these studies. Previous findings related to social problem-solving on freshmen in Indonesia emphasize more on positive antecedents where emotional stability, secure attachment, communication skills with family, and selfesteem affect social problem-solving (Putri et al, 2021). Other findings reveal the consequences of social problem-solving (Utaminingsih, 2019), or even targeting efforts to improve or learn social problem-solving, either independently or inserted in certain courses to increase students' social sensitivity (Setiawan, 2020;Widodo & Darmawan, 2019).…”

“…Other findings reveal the consequences of social problem-solving (Utaminingsih, 2019), or even targeting efforts to improve or learn social problem-solving, either independently or inserted in certain courses to increase students' social sensitivity (Setiawan, 2020;Widodo & Darmawan, 2019). Apart from that, only the research of Putri et al (2021) who researched social problem-solving in a pandemic with some positive antecedents, while other research did not.…”

“…Several previous studies on social problem-solving in Indonesia have involved college © 2023 Jurnal Psikologi Sosial students as participants (Putri, Rahardjo, Qomariyah, Rini, & Pranandari, 2021;Setiawan, 2020), or high school and elementary school students (Utaminingsih, 2019;Widodo & Darmawan, 2019). However, there are some fundamental differences from these studies.…”

Self-Efficacy Studies and Innovative Behaviors: the Role of Organizational Support at the Manokwari District Social Office

“…Innovative behavior can be influenced by individual internal factors, namely selfefficacy (Putri et al, 2021). Self-efficacy is a belief in one's own ability to organize and carry out actions to achieve certain results (Indriani & Sritresna, 2022).…”