Lee, Zhi Ying (Edna) (2008) Social Problem Solving Skills and Mental Health: Do University Studies Have an Impact? Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The University of Southern Queensland 2008 graduate attributes clearly indicate that the development of problem-solving skills is a graduate attribute. This study aimed to determine whether progression through university year levels improved perceived problem-solving ability, and consequently, mental health. The target population were USQ students who participated voluntarily. An online test battery incorporating demographical information, and self-report questionnaires measuring perceived problemsolving ability and mental health was administered to 164 students. The Problem Solving Inventory, Form B (PSI-B; Heppner, 1988) measured perceived problem-solving ability, while the shortened version of the Depression Anxiety Stress Scale (DASS-21; S. H. Lovibond & P. F. Lovibond, 1995) measured mental health variables. Only 137 participants were included in the analyses as inclusion of fourth year and postgraduate students would result in small cell numbers. Participants were divided into two groups. The first group consisted of tertiary preparatory and first year students (n = 70). The second group consisted of second and third year students (n = 66). In support of a large body of empirical research, a positive relationship was identified between perceived problem-solving ability and mental health variables (i.e., depression, anxiety, and stress). As perceived problem-solving ability increased, so did mental health. This suggested that clinicians, counsellors, and educators could employ strategies to improve problemsolving skills so that clients and students can become better managers of their behaviours and emotions when faced with problematic situations; thus fostering better mental health. However, results found that neither perceived problem-solving ability nor mental health variables improved significantly with year levels. The inherent diversity of the USQ student population created potentially confounding variables such as age and cultural background. Future research can focus on investigating perceived problem-solving skills and mental health in a specific subgroup.
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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: | 13 Nov 2025 01:52 |
| Last Modified: | 13 Nov 2025 01:52 |
| 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/52498 |
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