Nasim seeed
Abstract
Introduction: The purpose of this study is to examine the effects of problem-solving training on the stress coping strategies and responsibility of distance education students. Method: The present research is quasi-experimental with control and experimental groups with pre-test and post-test. The ...
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Introduction: The purpose of this study is to examine the effects of problem-solving training on the stress coping strategies and responsibility of distance education students. Method: The present research is quasi-experimental with control and experimental groups with pre-test and post-test. The statistical population of the study consisted of undergraduate students of distance education system among whom 40 were selected through available sampling method and assigned in two experimental (n = 20) and control (n = 20) groups. The research instruments for collecting data consisted of Lazarus and Folkman's (1988) Stress Coping Strategies Questionnaire and Nematic Responsibility Questionnaire (2008). Using SPSS software version 21, Covariance analysis was used for data analysis. Results: The results showed that problem solving training influenced the dimensions of stress coping strategies (problem-based and emotional-based strategies) as well as students' responsibility and the experimental group used problem solving methods more after training. Conclusion: Given that problem solving is the ability of individuals to deal with their daily problems, and based on the results of the research, problem solving training can increase this ability in students and enhance their ability to face problems. So it is recommended that problem-solving instruction be emphasized in enhancing students' skills and provided through academic and educational programs.
