Psychosocial adjustment and its relationship to problem-solving style among secondary school students

Abstract

This study aims to explore the level of psychological and social adjustment, as well as problem-solving skills, among secondary school students, with a focus on analyzing the potential relationship between them. It also seeks to determine if there are statistically significant differences in the level of psychological and social adjustment among students based on the variables of gender and academic specialization. The study sample consisted of 80 male and female secondary school students from Al-Bayda city and the Al-Qayqab area. The psychosocial adjustment scale developed by Amani Hamdi Shehata (2011) was used, in addition to the problem-solving style scale developed by Cassidy and Long (1996). The results showed a high level of psychosocial adjustment and problem-solving skills among the secondary school students. The study also revealed a statistically significant positive correlation between psychosocial adjustment and students' problem-solving styles. On the other hand, no statistically significant differences were found in the level of psychosocial adjustment based on academic specialization. However, the results showed clear differences in the level of psychosocial adjustment between male and female students based on gender, with the differences favoring male students.