Glover, Eleanor (2009) Problem-Solving Appraisal, Depression and Student Engagement: The Impact of Age. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The aims of this study were first to investigate if problem-solving appraisal, levels of depression and student engagement were different across age groups; and secondly to investigate how problem-solving appraisal predicts student engagement and depression when age is controlled. Participants were 272 USQ students, who voluntarily participated in an online test battery including demographic information, and self-report questionnaires measuring problem-solving appraisal, depression and student engagement. The Problem-Solving Inventory, Form B (Heppner, 1988) measured problem-solving appraisal, the shortened version of the Depression Anxiety Stress Scale (Lovibond & Lovibond, 1995) measured depression, the Student Engagement Questionnaire and Study and Well Being questionnaire, both developed for larger research within the University, measured student engagement. Participants were divided into three age groups: ≤ 23 (n = 97), 24-35(n = 87) and 36+ (n = 84). There were differences across age groups in both measures of student engagement (F (2,265) = 5.35, p = .005, F (2,265) = 5.32, p = .005). There were specific significant differences between the ≤ 23 age group and 36 + age group in both measures of student engagement (p = .004, p = .004). This suggests that older students are more engaged in their studies, consistent with previous research. Additionally problem-solving appraisal was seen to predict both measures of student engagement when age was accounted for (∆R2 = .18, ∆R2 = .15). This suggests that students of any age can be taught problem-solving skills to increase student engagement. Clinicians, counsellors, social workers and educators could employ strategies to improve problem-solving skills so that students can better manage their attitudes, behaviours and emotions when facing daily life issue and major life events. These strategies to improve problem-solving will increase student engagement, leading to better student well-being, resilience and ability to cope with stress. Contrary to previous research problem-solving appraisal and levels of depression were not different across age groups. The cultural diversity of the USQ population and the PSI-B’s failure to measure problem-solving and coping constructs outside western views may account for the insignificant findings. Additionally, the division of age groups to ensure equal group sizes may account for insignificant findings for both depression and problem-solving. This is because research shows distinctions between middle and older adulthood whereas the current study has incorporated middle and older adulthood into one age group (36 +). Future research needs to utilise measures of problem-solving that are culturally appropriate and to employ age groups that are consistent with previous research.
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| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013) |
| Supervisors: | Gavin Beccaria |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 06 Nov 2025 06:08 |
| Last Modified: | 06 Nov 2025 06:08 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52351 |
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