Survey of College Students' Problems Identified by the Mooney Problem Check List

Hartman, Bernard J.

doi:10.2466/pr0.1968.22.3.715

Cited by 14 publications

(9 citation statements)

References 2 publications

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“…Checklist is an instrument that assesses the number and nature of personal problems experienced by university students (e.g., De Sena, 1966;Hartman, 1968). In the initial development of the CEQ, the items composing the Social-Psychological Relations subscale (SPR; 30 items) and the Personal-Psychological Relations (PPR; 30 items) were presented to approximately 500 undergraduate subjects.…”

Section: Methodsmentioning

confidence: 99%

“…The 20 problem statements were empirically derived from two subscales (Social-Psychological Relations and Personal-Psychological Relations) of the Mooney Problem Checklist (Mooney & Gordon, 1950). The Mooney Problem Checklist is an instrument that assesses the number and nature of personal problems experienced by university students (e.g., De Sena, 1966; Hartman, 1968). In the initial development of the CEQ, the items composing the Social-Psychological Relations subscale (SPR; 30 items) and the Personal-Psychological Relations (PPR; 30 items) were presented to approximately 500 undergraduate subjects.…”

Section: Methodsmentioning

confidence: 99%

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Role of causal attribution in personal problem solving.

Baumgardner

Heppner²,

Arkin³

1986

Journal of Personality and Social Psychology

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The present investigations addressed the role of attribution in personal problem solving. In two studies, self-appraised effective problem solving was associated with a unique pattern of causal attributions.In the first study, self-appraised effective relative to ineffective problem solvers tended to view the etiology of personal problems as largely within their own control and as due to their own failure to exert effort in the situations. In the second study, self-appraised effective relative to ineffective problem solvers exhibited a more pronounced self-serving bias regarding successful and unsuccessful problemsolving attempts; moreover, effort attributions emerged as a distinguishing characteristic between the two groups. Self-appraised effective problem solvers viewed lack of effort as a primary component when their attempts to solve personal problems were unsuccessful. The results are discussed in relation to previous findings regarding causal attributions among different populations, as well as to appropriate clinical interventions.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Role of causal attribution in personal problem solving.

Baumgardner

Heppner²,

Arkin³

1986

Journal of Personality and Social Psychology

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“…The number and nature of personal problems was assessed by the Mooney Problem Checklist (Mooney & Gordon, 1950) The Mooney has been used extensively in studies of student problems (e.g., De Sena, 1966;Hartman, 1968;Koile & Bird, 1956), and test-retest reliabilities range from .90 to .98.…”

Section: Instrumentsmentioning

confidence: 99%

Personal problem solving: A descriptive study of individual differences.

Heppner¹,

Hibel²,

Neal³

et al. 1982

Journal of Counseling Psychology

144

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This study examined differences between students who have perceived themselves as "successful" and "unsuccessful" problem solvers. Specifically, differences were examined across a range of cognitive, affective, and behavioral variables, with two different types of problems-intrapersonal and interpersonal. Twenty undergraduate students who scored high and 20 who scored low on an independently developed Problem Solving Inventory (a) were questioned about how they solved interpersonal and intrapersonal problems within a 1-hour structured interview, and (b) completed the Mooney Problem Checklist. Following the session, interviewers rated each subject on several cognitive and behavioral variables, and they recorded behavioral observations and anecdotal events. The results revealed that the self-perceived "successful" and "unsuccessful" problem solvers differed (a) in the number of problems they acknowledged on the Mooney; (b) on a number of self-report ratings about the personal problem solving process (e.g., attributions, expectations, intervention strategies, attitudes, and behaviors); and (c) on ratings made by the interviewers on several cognitive and behavioral variables. In addition, results indicated that the type of personal problem being solved affected the problem-solving process.Applied real-life problem solving is of special concern for professionals who are interested in helping others solve problems that are particularly troublesome. Counselors are a group of such professionals who are interested in problem solving. Krumboltz (1965) indicates that "the central reason for the existence of counseling is based on the fact that people have problems that they are unable to resolve by themselves" (p. 383). Yet, after reviewing much of the problem-solving literature, Horan (1979) concluded that investigators have not developed a technology for helping clients with

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“…Counseling psychologists have historically been interested in the problems that confront college students (see Heppner & Neal, 1983) and have conducted a wide array of studies since the 1920s that document that college students have a broad range of problems (Bios, 1946;Brotemarkle, 1927;DeSena, 1966;Durea, 1927;Fry, 1947;Hartman, 1968;Koile & Bird, 1956;Kramer, Berger, & Miller, 1974;Laird, 1923;Menninger, 1927), particularly vocational and educational problems (Houston, 1971;Hummers & DeVoider, 1979;Seeman, 1949;Snyder, Hill, & Derksen, 1972) and emotional, motivational, and social problems (McKinney, 1945; R. M. Rust, 1960; R. E. Rust & Davie, 1961). In the past, this information has been useful not only to demonstrate that college students do, indeed, have problems but also to affirm that students are in need of assistance from a wide array of student affairs professionals.…”

mentioning

confidence: 99%

Presenting problems of university counseling center clients: A snapshot and multivariate classification scheme.

Heppner¹,

Kivlighan²,

Good³

et al. 1994

Journal of Counseling Psychology

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A multivariate categorization scheme for classifying clients' presenting problems was empirically developed. Six hundred and eleven clients who sought services at a university counseling center completed the Computerized Assessment System for Psychotherapy Evaluation and Research (L. McCullough & A. D. Farrell, 1983). Descriptive statistics, cluster analysis, cluster differentiation by external variables, and stability of cluster solutions across subsamples are presented. Nine clusters of clients with different types of presenting problems that were stable across subsamples were identified. This multivariate approach provides a more complex assessment of clients' presenting problems that may have implications for case disposition, therapeutic interventions, prevention interventions, and research pertaining to coping, help seeking, and therapeutic outcomes.

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Survey of College Students' Problems Identified by the Mooney Problem Check List

Cited by 14 publications

References 2 publications

Role of causal attribution in personal problem solving.

Role of causal attribution in personal problem solving.

Personal problem solving: A descriptive study of individual differences.

Presenting problems of university counseling center clients: A snapshot and multivariate classification scheme.

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