This study evaluated an intervention based on social cognitive theory (SCT) intended to develop problem-solving skills (PSS) in sixth graders.
Psychometrically tested measures were developed for (1) constructs of SCT (situational perception of stressors, expectations of PSS, self-efficacy for PSS, self-efficacy in overcoming barriers, and self control when applying PSS), (2) PSS, and (3) application of PSS to real-life problems.
Five classrooms (n=133) were randomly assigned to the SCT-based intervention and five classrooms (n=127) to an equivalent knowledge-based intervention.
Using a partial nested design, statistically significant improvements for expectations of PSS, self-efficacy for PSS, and PSS were found in the SCT-based intervention.
At posttest, 36% of the students in the SCT-based intervention reported applying PSS to real-life problems as compared with 1% in the knowledge-based group.
This pilot study suggested that an SCT-based intervention was more efficacious in developing PSS than a knowledge-based intervention.
Mots-clés Pascal : Cognition sociale, Psychométrie, Coping, Evaluation, Enfant, Homme, Milieu scolaire, Education santé
Mots-clés Pascal anglais : Social cognition, Psychometrics, Coping, Evaluation, Child, Human, School environment, Health education
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0414392
Code Inist : 002B30A03C. Création : 22/03/2000.