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Health Education & Behavior
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Evaluation of a Brief Intervention Based on Social Cognitive Theory to Develop Problem-Solving Skills among Sixth-Grade Children

Manoj Sharma, MBBS, PhD

School of Health, Physical Education, and Recreation, University of Nebraska at Omahamanoj_sharma{at}unomaha.edu

Rick Petosa, PhD

College of Education, The Ohio State University

Catherine A. Heaney, MPH, PhD

Division of Health Behavior and Health Promotion, School of Public Health, The Ohio State University

This study evaluated an intervention based on social cognitive theory (SCT) intended to develop problem-solving skills (PSS) in sixth graders. Psychometrically tested measures were developed for (1) constructs of SCT (situational perception of stressors, expectations of PSS, self-efficacy for PSS, self-efficacy in overcoming barriers, and self control when applying PSS), (2) PSS, and (3) application of PSS to real-life problems. Five classrooms (n = 133) were randomly assigned to the SCT-based intervention and five classrooms (n = 127) to an equivalent knowledge-based intervention. Using a partial nested design, statistically significant improvements for expectations of PSS, self-efficacy for PSS, and PSS were found in the SCT-based intervention. At posttest, 36% of the students in the SCT-based intervention reported applying PSS to real-life problems as compared with 1% in the knowledge-based group. This pilot study suggested that an SCT-based intervention was more efficacious in developing PSS than a knowledge-based intervention.

Health Education & Behavior, Vol. 26, No. 4, 465-477 (1999)
DOI: 10.1177/109019819902600406
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