Parent Problem Solving: Analysis of Problem Solving in Parenthood Transition.

Autor/inn/en	Alpert, Judith L.; und weitere
Titel	Parent Problem Solving: Analysis of Problem Solving in Parenthood Transition.
Quelle	(1980), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Competence; Coping; Daily Living Skills; Experience; Measures (Individuals); Parenting Skills; Parents; Problem Solving; Questionnaires; Sex Differences; Stress Variables; Test Construction; Test Reliability + Suchen Sie Ihr Suchwort? Kompetenz; Bewältigung; Alltagsfertigkeit; Erfahrung; Messdaten; Eltern; Problemlösen; Fragebogen; Sex difference; Geschlechtsunterschied; Testaufbau; Testreliabilität
Abstract	The general purpose of this study was to explore the possibility of adapting the Means-Ends Problem-Solving procedure (MEPS) to the investigation of the individual's transition to parenthood. Specific purposes were to determine (1) the internal consistency of the Parent Problem-Solving Scale (PPSS), of its subclasses, and of a combined subscale; (2) the relationship between problem-solving competence and the frequency at which each problem was experienced, and further, experienced as problematic; and (3) gender differences in problem-solving competence. The PPSS consisted of 15 items, each presenting a problematic situation and a corresponding satisfactory ending related to general, child care, and life management problems. A total of 15 mothers and 8 fathers who had one child between 9 and 24 months of age completed the self-administered PPSS. Subjects were instructed to write a paragraph-long middle section for each item. Results indicated acceptable internal consistency across items and for a subscale, which consisted of child care and life management items. Also found were some significant correlations for individual items and insignificant Pearson product-moment correlations across items between problem-solving competency and both the frequency at which each problem had been experienced and the frequency at which each problem had been experienced as problematic. A main effect for gender across the entire scale indicated greater problem-solving competence in females than in males. Directions for further development of the problem-solving technique are indicated. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC