Analysis of Social Problem Solving and Social Self-efficacy in Prospective Teachers

Abstract

The purpose of this study is to investigate the relationship between social problem solving and social self-efficacy and the predictive role of social problem solving skills with social self-efficacy. The sample consists of 706 prospective teachers (362 female and 344 male) who are majoring in different fields at Mugla Sitki Kocman University's Faculty of Education. Data was collected by using the Interpersonal Problem Solving Inventory method and the Scale of Perceived Social Self-Efficacy. Pearson product-moment correlation analysis was also employed to search for relationships between social self-efficacy and social problem solving. Structural equation modeling was used for explaining social self-efficacy. A negative relationship was found among social self-efficacy and approaching problems in a negative way, lack of self-confidence, and unwillingness to take responsibility. A positive relationship was found among social self-efficacy, constructive problem solving, and insistent-persistent approach. As a result, with regard to psychological counseling and guidance studies, it would be appropriate to include applications about effective social problem solving skills to increase the level of social self-efficacy. Further research investigating the relationships between social problem solving and social self-efficacy, and other psychological constructs are needed to reinforce the findings of this study.