Interpersonal Cognitive Problem-Solving And Social Self-Efficacy In Children

Research literature showed that the functioning of social abilities have a large impact on personal and professional success and influence the quality of mental and physiological health on the long run. Deficits in social skills and social competence play a significant role in the development and maintenance of many emotional and behavioural disorders of childhood and adolescence. Social-cognitive problem solving has been proposed and often accepted as relating positively to social and emotional adjustment, yet empirical support has been inconsistent. Interpersonal cognitive problem solving skills included: sensitivity to or the recognition of interpersonal problems; the ability to generate alternative solutions to solve these problems; the ability to consider step-by-step means to achieve social goals; the ability to articulate consequences of social acts for oneself and for others, and to generate alternative consequences to acts of social significance before deciding how to behave and the ability to identify and understand the motives and behaviors of others. This study aimed at examining the relationships among interpersonal problem solving skills and social self-efficacy in social competence. The data collected after applying the instruments Children’s Self-Efficacy in Peer Interactions, Wally Problem Solving Test and The Social Problem Solving Measure. The findings showed that the interpersonal problem solving skills and social self-efficacy are correlated positively.