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Latent profiles of problem-solving skills and their association with depressive symptoms in parents of children with cancer: A cross-sectional study

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ASIA-PACIFIC JOURNAL OF ONCOLOGY NURSING 2025年 12卷 100633页

作者： Zhou, Tianji Luo, Yuanhui Xiong, Wenjin Meng, Zhenyu Yu, Nancy Xiaonan Zhang, Jingping Cent South Univ Xiangya Sch Nursing Changsha Hunan Peoples R China City Univ Hong Kong Dept Social & Behav Sci Hong Kong Peoples R China

Objective: Depressive symptoms are prevalent among parents of children with cancer, significantly impacting their well-being. problem-solving skills, strongly linked to depressive symptoms, offer a promising avenue for intervention. This study aimed to identify latent profiles of parental problem-solving skills and evaluate differences in depressive symptoms across these profiles. Methods: A cross-sectional survey was conducted with 318 parents of children with cancer in mainland China. Self-reported data on demographics, problem-solving skills, and depressive symptoms were collected. Latent profile analysis was used to classify parental problem-solving skills into distinct profiles, and multiple logistic regression identified predictors of profile membership. Results: Three profiles of problem-solving skills were identified: (1) problem-oriented and constructive (n = 94, 29.6%), (2) impulsivity-oriented and irrational (n = 76, 23.9%), and (3) emotion-oriented and avoidant (n = 148, 46.5%). Parents with higher education, greater income, and urban residency were more likely to belong to the problem-oriented group. Fathers predominated in the impulsivity-oriented group, while mothers were more represented in the emotion-oriented group. Significant differences in depressive symptoms were observed across profiles, with the problem-oriented group reporting the lowest levels. Conclusions: This study highlights the heterogeneity of problem-solving skills among parents of children with cancer and underscores the need for tailored interventions. Addressing specific characteristics of each profile can improve parental well-being and provide targeted support for this vulnerable population. Trial registration: ChiCTR2300071828.

关键词： Childhood cancer Parents problem-solving skills Latent profile analysis Depressive symptoms

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Effect of the 5E model enriched with coding and digital game design activities on gifted students' academic achievement and problem-solving skills

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EDUCATION AND INFORMATION TECHNOLOGIES 2025年 1-32页

作者： Bozan, Ibrahim Taslidere, Erdal Minist Educ Antalya Turkiye Burdur Mehmet Akif Ersoy Univ Fac Educ Dept Basic Educ TR-15030 Burdur Turkiye

Coding and digital game design activities have been used in recent years to contribute to students' academic achievement and twenty-first century skills. This study aimed to investigate the effect of the 5E model enriched with coding and digital game design activities (5EECD) on gifted students' academic achievement and problem-solving skills. A quasi-experimental design with pre-test post-test control group was used in the research. The sample of the study consists of 80 3rd grade gifted primary school students studying at a Science and Art Center affiliated to the Ministry of National Education in T & uuml;rkiye. The study was completed in a five-week treatment period. The experimental group studied the force and motion concept with the 5EECD and the control group studied it with the proposed conventional method. Academic Achievement Test and problem-solving skills Scale were used as pre and post-tests as measuring tools. The data were analyzed by descriptive and inferential statistics. The descriptive statistics results revealed that the experimental group students showed higher performances in science achievement and problem-solving skills. Inferentially, MANCOVA results showed that the 5EECD had a statistically significant effect on the collective dependent variables of the academic achievement and problem-solving skills. The ANCOVA findings also supported the above outcomes and it indicated that each of the academic achievement and problem-solving skills of experimental group was significantly higher than those of the control group. Therefore, the findings of the current research suggest that the 5EECD would be used for 3rd grade gifted students' science education.

关键词： Coding Digital game design 5E Model Gifted students problem-solving skills

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Differential Development of Professional Knowledge and problem-solving skills During VET: The Role of Cognitive Resources, School-Leaving Certificates, and Sociodemographic Background

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VOCATIONS AND LEARNING 2025年第1期18卷 1-25页

作者： Schauer, Jennifer Abele, Stephan Etzel, Julian M. Tech Univ Dresden Dresden Germany Charlotte Fresenius Hsch Univ Psychol Hamburg Germany Leibniz Inst Sci & Math Educ Kiel Germany

In this study, we investigated the development of apprentices' professional knowledge and problem-solving skills during the second half of dual vocational education and training (VET). We analyzed (1) the average level of development, (2) interindividual differences in this development, and (3) the effects of cognitive resources, school-leaving certificates, and sociodemographic background as covariates of the development. Professional knowledge (n = 473) and problem-solving skills (n = 322) were assessed towards the end of the second (T-1) and third year (T-2) of VET. Using latent change score analyses, we found (1) an average increase in professional knowledge, (2) substantial variance in change, and (3) associations between the apprentices' change and their cognitive resources (specifically, fluid intelligence and the prior level of professional knowledge). Beyond that, there were no effects of school-leaving certificates, socioeconomic status and migration background on the change between T-1 and T-2 but we found these covariates to be partly associated with the apprentices' prior level of professional knowledge at T-1. As we detected large estimation uncertainties in the results for problem-solving skills, no reliable interpretation was possible for this outcome. In sum, our study reveals inconclusive findings on the effectiveness of VET programs in promoting learning and, at the same time, emphasizes the large heterogeneity in learning trajectories that needs to be accounted for in VET practice to improve success for all apprentices.

关键词： Development Latent change score analysis problem-solving skills Professional knowledge Troubleshooting skills Vocational education and training (VET)

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Influence of digital game-based learning on social collaboration, problem-solving skills, and motivation: An integrative approach of expectancy-value theory and flow theory

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LEARNING AND MOTIVATION 2025年 90卷

作者： Pan, Yushu Shao, Xingyu Shakibaei, Goodarz Harbin Normal Univ Sch Western Languages & Cultures Harbin 150025 Heilongjiang Peoples R China Wenzhou Univ Coll Foreign Studies Wenzhou 325000 Zhejiang Peoples R China Islamic Azad Univ Dept English Ahvaz Branch Ahvaz Iran

Digital game-based learning (DGBL) has increasingly attracted scholarly attention for its potential to enhance learners' related constructs across diverse educational contexts. While its prominence grows, few studies have systematically examined its impact on English as a Foreign Language (EFL) learners' social collaboration, problem-solving skills, and motivation, particularly through the lenses of Expectancy-Value Theory and Flow Theory in the Chinese context. To address this research gap, the present study explored the effects of the DGBL on Chinese EFL learners' social collaboration, problem-solving skills, and motivation using a mixed-methods approach. The participants including 191 male and female students were randomly assigned to either an experimental group (EG), which engaged in the DGBL activities, or a control group (CG), which followed traditional instruction. Data were collected via pre- and post-intervention questionnaires assessing social collaboration, problem-solving skills, and motivation, with semi-structured interviews providing deeper insights into students' perceptions. Findings revealed that the EG significantly outperformed the CG in all measured domains. Quantitative results indicated substantial gains in social collaboration, problem-solving skills, and motivation, while qualitative data underscored the participants' positive views of DGBL's effectiveness. These results suggest that DGBL is a potent tool for enhancing both cognitive and social dimensions of EFL learning. By fostering an interactive, learner-centered environment, the DGBL offers EFL teachers and stakeholders valuable opportunities to strengthen students' social, cognitive, and affective development.

关键词： Digital game-based learning Expectancy-Value theory Flow theory EFL learners Motivation problem-solving skills Social collaboration

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Determinants of problem-solving skills of Nursing Students: Solution-Focused Thinking skills and Emotional Intelligence

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JOURNAL OF EVALUATION IN CLINICAL PRACTICE 2025年第1期31卷 e14312页

作者： Selcuk Tosun, Alime Akgul Gundogdu, Nurcan Avci, Dilek Gunduz, Emine Selda Selcuk Univ Fac Nursing Dept Publ Hlth Nursing Konya Turkiye Bandirma Onyedi Eylul Univ Fac Hlth Sci Dept Publ Hlth Nursing Bandirma Balikesir Turkiye Bandirma Onyedi Eylul Univ Fac Hlth Sci Dept Mental Hlth & Psychiat Nursing Bandirma Balikesir Turkiye Akdeniz University Vocat Sch Hlth Serv Dept Med Serv & Tech Emergency Aid Programme 1 Antalya Turkiye

Backgroundproblem-solving skills are some of the leading strategies for dynamism in the content and quality of nursing care. AimThe present study is aimed at determining nursing students' problem-solving, solution-focused thinking, and emotional intelligence levels and investigating the relationship between their problem-solving skills and these variables. MethodsThe study comprised 305 nursing students in Turkey. Data were collected between May and June 2021, using the personal information form, problem-solving inventory, solution-focused inventory and Schutte emotional intelligence scale. One-way ANOVA, t-test and multiple regression were used for data analysis. ResultsThe mean age of the participants was 21.81 +/- 5.93 years, 75.7% of them were women, 35.1% were senior students and 58.0% perceived their academic achievement as moderate. The mean scores from the overall problem-solving inventory, solution-focused inventory, and emotional intelligence scale were 92.93 +/- 19.30, 50.26 +/- 8.43 and 128.22 +/- 14.11, respectively. Variables such as sex, perceived academic achievement, emotional intelligence and solution-focused thinking levels affected problem-solving skills (p < 0.01). The effective predictive factors accounted for 50.2% of the change in participants' problem-solving skill levels. ConclusionFor this reason, revising the national nursing curriculum with programmes that develop emotional intelligence and solution-focused thinking skills will enable nursing students to better manage the nursing process in clinical and field practices.

关键词： emotional intelligence nursing students problem-solving skills solution-focused thinking skills

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Mathematics self-belief and mathematical creativity of university students: the role of problem-solving skills

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COGENT EDUCATION 2025年第1期12卷

作者： Asare, Bright Arthur, Yarhands Dissou Obeng, Benjamin Adu AkentenAppiah Menka Univ Skills Training & Entrepr Dept Math Educ Kumasi Tanoso Ghana

Purpose: The paper investigates the influence of problem-solving skills on the bond between mathematics self-belief and mathematical creativity of university students. problem-solving skills were used to moderate the bond between mathematics self-belief and mathematical creativity of university students. Design/methodology/approach: This study adopted a cross-sectional design, which was used to distribute questionnaires to the respondents. The target population comprised 2400 students, and the sample size was calculated to be 331 university students. Exploratory factor analysis and reliability analysis were performed using SPSS (v.23), while confirmatory factor analysis and discriminant validity analysis were also performed using Amos (v.23) in this study. A structural equational modeling (SEM) was run in Analysis of Moment Structure (Amos v.23) to analyze the hypothesized path. Findings: The results indicated that mathematics self-efficacy belief positively influenced the mathematical creativity of university students. Again, mathematics self-efficacy belief positively influenced university students' problem-solving skills. Finally, problem-solving skills positively moderated the nexus between mathematics self-belief and mathematical creativity of university students. Practical implications: Since mathematics self-belief significantly influences both problem-solving abilities and mathematical creativity, educators should prioritize building students' confidence in their mathematics abilities by incorporating activities that promote mastery experiences, such as project-based learning, group tasks, and real-life problem scenarios, which can enhance students' belief in their ability to succeed in mathematics. Moreover, universities and educators should implement instructional methods that encourage critical thinking, reasoning, and problem-solving to boost creativity in mathematics. Originality/value: Past studies have largely focused on the influence of mathematics s

关键词： Mathematics self-belief mathematics creativity problem-solving skills

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Integrating Robotics in Art Education: Leveraging Constructivist and Experiential Learning Frameworks to Enhance Cognitive Development, problem-solving skills and Collaboration Among Diverse Learners

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European Journal of Education 2025年第2期60卷

作者： Dong, Shujun Zhi, Ran Gan, Feng School of Art Southeast University Nanjing China College of Foreign Studies Nanjing Agricultural University Nanjing China

As educational paradigms continue to evolve in response to technological advancements, there is growing interest in interdisciplinary approaches that bridge the gap between STEM and the arts. One such emerging area is the integration of robotics into art education, which holds the potential to enrich learning experiences and foster a range of cognitive and social skills. This study investigates the integration of robotics into art education through constructivist and experiential learning frameworks, aiming to enhance cognitive development, problem-solving abilities and collaboration among students. Employing a random sampling method, the research involved 519 Chinese art students worldwide who completed structured questionnaires. Data analysis was conducted using SPSS (version 27) and structural equation modelling (SEM) to explore complex interactions among variables. The results reveal a significant relationship between the application of constructivist robotics principles and the enhancement of cognitive skills, critical thinking and the development of innovative curricula. The study concludes that incorporating robotics into art education fosters hands-on learning, thereby improving essential skills necessary for designing innovative, robotics-based educational programmes. Adherence to these principles by art students, along with improved cognitive and critical thinking abilities, strongly predicts their capacity for innovation in curriculum development, positioning robotics as a valuable tool in educational programme design. © 2025 John Wiley & Sons Ltd.

关键词： art education cognitive development constructivist framework experiential learning framework problem-solving skills robotics

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The impact of ChatGPT training in the nursing process on nursing students' problem-solving skills, attitudes towards artificial intelligence, competency, and satisfaction levels: Single-blind randomized controlled study

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Nurse Education Today 2025年 152卷 106765页

作者： Arkan, Burcu Dallı, Öznur Erbay Varol, Belgin Bursa Uludag University Faculty of Health Sciences Psychiatric Nursing Department Bursa Turkey Bursa Uludag University Faculty of Health Sciences Department of Internal Medicine Nursing Bursa Turkey University of Health Sciences Gülhane Faculty of Nursing Psychiatric Nursing Department Ankara Turkey

Aim: This study aimed to evaluate the impact of training on the use of ChatGPT in the nursing process on nursing undergraduate students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and satisfaction levels. Design: Single blind randomized controlled study. Methods: The sample of the study consisted of 48 experimental and 48 control groups, totaling 96 nursing students. The intervention group received the “Artificial Intelligence Integrated Nursing Process” training program. The control group only received the standard nursing process education. The data collection instruments were administered before the training and after the training. Chi-square analysis was used to compare variables, independent samples t-tests were used for comparisons between groups, and paired t-tests were used for within-group comparisons. Results: In the post-education measurements, students in the intervention group demonstrated a significantly lower average total problem solving inventory score compared to those in the control group, indicating an improvement in problem-solving skills. The intervention group showed an increase in positive attitudes towards artificial intelligence compared to the control group and a decrease in negative attitudes. In the intervention group, students showed a significant increase in their nursing process competency levels and satisfaction levels after the training, whereas no significant change was observed in the control group. Conclusion: This study demonstrates that the training provided on the use of ChatGPT in the nursing process positively impacted nursing students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and levels of satisfaction. © 2025 Elsevier Ltd

关键词： Artificial intelligence ChatGPT Education Nursing problem-solving skills

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problem-solving skills of the U.S. Workforce and Preparedness for Job Automation

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ADULT LEARNING 2019年第3期30卷 111-120页

作者： Cummins, Phyllis A. Yamashita, Takashi Millar, Roberto J. Sahoo, Shalini Miami Univ Scripps Gerontol Ctr Oxford OH 45056 USA Univ Maryland Baltimore Cty Fac Gerontol PhD Program Sociol Baltimore MD 21228 USA Univ Maryland Baltimore Cty Gerontol Baltimore MD 21228 USA

Automation and advanced technologies have increased the need for a better understanding of the skills necessary to have a globally competitive workforce. This study used data from the Program for the International Assessment of Adult Competencies to compare problem-solving skills in technology-rich environments among adults in South Korea, Germany, Singapore, Japan, Canada, Estonia, the United Kingdom, the United States, and Australia. Overall, the United States had the lowest scores among all countries, and in all countries scores declined with age. The United States had higher proportions of survey participants in the lowest skill category and lower proportions in the top-skill categories. The results of this study suggest changes in the U.S. educational and lifelong learning systems, and policies may be necessary to ensure all adults have the necessary skills in a competitive workforce.

关键词： problem-solving skills automation PIAAC U.S. workforce technology skills global economy

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problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness

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JOURNAL OF HEALTH PSYCHOLOGY 2018年第10期23卷 1321-1331页

作者： Abdollahi, Abbas Abu Talib, Mansor Carlbring, Per Harvey, Richard Yaacob, Siti Nor Ismail, Zanariah Univ Putra Malaysia Serdang Selangor Malaysia Stockholm Univ Stockholm Sweden San Francisco State Univ San Francisco CA 94132 USA

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach-avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

关键词： hardiness problem-solving skills stress students

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