RELATIONSHIP OF CLASSROOM ECOLOGY TO LONG-TERM TRAINING EFFECTS OF SOCIAL PROBLEM-SOLVING SKILLS
Abstract
Purpose. The purpose of this study was to explore the relationship between the ecology of the classroom and the maintenance of social problem-solving skills. It was hypothesized that, following the teaching of social problem-solving skills to students, a classroom ecology which offered an accepting-understanding climate would support the maintenance of social problem-solving skills within the classroom. The contribution of initial problem-solving ability, IQ, sex, and grade to the maintenance of social problem-solving skills was also considered. Method. The sample studied consisted of 110 ten-and eleven-year-old boys and girls. In keeping with the ecological design of the study the sample consisted of intact groups of children, six fifth-and sixth-grade classes. All the selected classes participated in a social problem-solving intervention. Following the intervention social problem-solving skills were assessed with Allen's Problem Solving Measure (PSM). Each student was re-assessed 6 months after the initial testing. During the 6 month maintenance period classroom ecologies were assessed through a series of observations done with Denny's Classroom Creativity Observation Scale (CCOS). Multiple regression analyses were done, regressing the post maintenance period PSM scores by the original PSM scores and the CCOS scores. The moderator variables of IQ, sex, and grade were also included in the regression analyses to determine the contribution of each in predicting the PSM scores. Results. The null hypothesis was rejected due to the statistically significant contribution of classroom ecology to the prediction of maintenance of social problem-solving skills. The predictor variables of IQ and initial problem-solving performance were also statistically significant contributors to the prediction of maintenance of social problem-solving skills. Conclusions. It was concluded that the variables of classroom ecology, initial problem-solving performance, and IQ are significant predictors of maintenance of social problem-solving skills. The findings support the research hypothesis of a positive relationship between a classroom ecology ranking high on the accepting-understanding dimension and the maintenance of social problem-solving skills. Suggestions for future research included the exploration of the interaction effect between IQ, initial problem-solving performance, and classroom ecology on the maintenance of social problem-solving skills.
Subject Area
Educational psychology
Recommended Citation
KONEFAL, CAROLYN, "RELATIONSHIP OF CLASSROOM ECOLOGY TO LONG-TERM TRAINING EFFECTS OF SOCIAL PROBLEM-SOLVING SKILLS" (1984). ETD Collection for Fordham University. AAI8409260.
https://research.library.fordham.edu/dissertations/AAI8409260
