The Social Problem-Solving Questionnaire: Evaluation of Psychometric Properties Among Turkish Primary School Students

Dereli Iman E.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, vol.13, no.52, pp.97-115, 2013 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 13 Issue: 52
  • Publication Date: 2013
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.97-115
  • Eskisehir Osmangazi University Affiliated: Yes


Problem Statement: Children, like adults, face numerous problems and conflicts in their everyday lives, including issues with peers, siblings, older children, parents, teachers, and other adults. The methods children use to solve such problems are more important than actually facing the problems. The lack of effective social problem-solving skills among primary school children leads to larger problems such as learning difficulties during adolescence and adulthood, increased dropout potential, academic underachievement, bullying, and exposure to bullying. Sub-features of social problem solving, such as behavior problems, social-emotional adjustment, aggression, violence and anger in the primary school are evaluated by way of observations made by teachers and/or parents. The Social Problem-Solving Questionnaire (SPSQ) measures the methods used by the children in their interpersonal relations in their own words. As there are not any scales in Turkey that measure the social problem-solving skills of students in their own words at the first-and second-grade levels of primary school, it is important to adapt the SPSQ into the Turkish language for use in research and applications.