Twomey, Jessica (2009) Evaluation of a Problem Solving Therapy Program: Student Engagement, Depression, and Anxiety among University Students. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
A problem solving therapy program based upon a manual created by D’Zurilla and Nezu (2007) was recently conducted at the University of Southern Queensland. The current study aimed to evaluate the effects the problem program had on student engagement, depression, and anxiety. Specifically, the research question was to discover whether the problem solving therapy program increased reported levels of student engagement. It was hypothesised that the program would: (a) increase problem solving appraisal, and (b) decrease reported symptoms of depression and anxiety. The Problem Solving Inventory (Heppner, 1988) was used to assess the problem solving appraisal of the participants. The three subscales of the Problem Solving Inventory; Problem Solving Confidence, Approach-Avoidance Style, and Personal Control were all utilised. The shortened version of the Depression Anxiety and Stress Scale (S. H. Lovibond & P. F. Lovibond, 1995) was applied to measure the levels of depression and anxiety experienced by the participants. Two measures developed for the purpose of the study and continuing research; the Student Engagement Questionnaire and Study and Wellbeing Questionnaire were employed to assess participant’s levels of student engagement. Participants for the problem solving therapy program were recruited through an online survey which they could indicate interest in the program. There were ten participants that completed the program. The participants completed the measures at three differing time points; the original online survey (Time 0), at the beginning of the program (Time 1) and at the end of the program (Time 2). The data were analysed at the three time points and larger effects were found between Times 1 and 2 and Times 0 and 2 compared to Times 0 and 1 on each of the subscales, excluding Anxiety and the Student Engagement Questionnaire. Problem Solving Confidence, Approach-Avoidance Style and the total of the Problem Solving Inventory were found to significantly change over the course of the program. Specifically, Problem Solving Confidence was improved at Time 2 compared to Time 1 and the Total Problem Solving Inventory was improved at Time 2 compared to Time 0. There were no significant differences between the other time comparisons. A considerable downfall of the study was the small sample size, indicating the results have to be interpreted with caution. The current study contributes to the limited Australian research regarding problem solving and was the first study of its kind to combine the variables of student engagement, depression and anxiety, in the context of problem solving.
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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: | Beccaria, Gavin |
| Qualification: | Bachelor of Science (Honours) (Psychology) |
| Date Deposited: | 16 Mar 2026 03:07 |
| Last Modified: | 16 Mar 2026 03:07 |
| 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/52834 |
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