The Relationship Between Interpersonal Problem Solving, Positive - Negative Affect and Anxiety

Abstract

The purpose of this study was to examine the relationships of interpersonal problem solving, positive-negative affect and anxiety.

Evaluation of the Psychometric Properties of NOC Outcomes “Anxiety Level” and “Anxiety Self‐Control” in a Portuguese Outpatient Sample

“…Analyzing the factor structure of the NOC outcome “Anxiety level” (1211), two of its dimensions (psychomotor and somatic anxiety) have already been widely associated with symptoms of anxiety, even in other anxiety measurement tools (Hamilton, ). Although less reported in literature, the other dimension that emerged in this study (problem solving) has also been associated with anxiety (Bedel, ; Davey, Jubb, & Cameron, ), even though the studies that have addressed the subject focused especially on children.…”

Social problem solving levels of pre-service social studies teachers

“…In the study, it was stated that distrustful individuals who do not receive social support experience social avoidance; impatient and distrustful individuals who act without thinking experience a concern for being criticized and impatient, shy, distrustful and unplanned individuals experience the feeling of self-depreciation. On the other hand, according to Bedel and Hamarta (2014), in the relationship between interpersonal problem solving and academic motivation; the constructive problem solving and persistent-patient problem solving approaches are significantly related to academic motivation. With regards to the grade level variable; the score averages between NPO are significant in this study.…”

“…While positive problem orientation is constructive problem solving, negative orientation is a dysfunctional orientation. In negative orientation, there is a tendency of "threat, distrust in the solution, being disappointed, anger, aggression, social anxiety, perfectionism" towards the problem (Bedel and Hamarta, 2014). According to the study results, social problem solving levels of preservice Social Studies teachers who participated in the study were evaluated based on the total and sub-scores.…”

Effects of perceived intrapersonal problem-solving and social competence on emotional regulation in adolescents

“…8,9 these interpersonal problem-solving skills are complemented by an adolescent's capacity to apply their learned personal knowledge and skills already developed to effectively deal with life situations. 10 Social competence is viewed as goal-specified social skills, sociometric status, relationships, and functional outcomes. 11 These skills induce socially responsible behavior among adolescents', which leads them to selfregulate their emotions.…”