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DO EMOTIONS MATTER? THE RELATIONSHIP BETWEEN MATH ANXIETY, TRAIT ANXIETY, AND PROBLEM SOLVING ABILITY

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Grežo M., Sarmány Schuller I.
Studia Psychologica
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2018
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vol. 60
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issue 4
226 – 244
EN
In this study, we examined the relations between math anxiety, trait anxiety, and one’s perceived problem solving ability on a sample of 128 university students. Participants completed a revised version of the Fennema-Sherman Mathematics Anxiety Scale, The State-Trait Anxiety Inventory, and the shortened version of Problem Solving Inventory. The results showed a moderate negative relationship between trait anxiety and individual’s perceptions regarding his/her problem solving abilities. More specifically, we found that trait anxiety was negatively related to perceived self-confidence to solve problems and ability to self-control the emotions and behaviour associated with the process of problem solving. However, it was not significantly associated with the tendency to avoid/approach problems. Finally, the perceived problem solving ability did not mediate the relationship between trait anxiety and math anxiety. Besides examining the effect of particular personality traits, we highlight the importance of further investigating the role of age and environmental and contextual factors, as well as the frequency and intensity of threatening math situations an individual faces in his/her life in regard to math anxiety.
2

Metody komunikacji ukierunkowane na innowacyjność

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Łukasik P.
Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie
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2012
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issue 896
133-142
EN
The article describes communication methods employed in creative problem solving. These methods are classified into four groups: for collecting problems, classifying problems, for changing ways of thinking, and methods for creating ideas and comparing them with other criteria such as the main way of solving a problem, or the method’s role in the problem-solving process.
3
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EVERYDAY AESTHETICS SOLVING SOCIAL PROBLEMS

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Naukkarinen O.
ESPES
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2021
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vol. 10
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issue 2
151 – 164
EN
What is the role of aesthetics, everyday aesthetics in particular, in processes of solving social problems? Many if not most social problems arise from and affect our daily lives. As far as these problems contain aesthetic aspects, these typically are also of an everyday kind. In this paper, I address the relations between social problems and everyday aesthetics in five sections. I will start by briefly describing what I mean by social problems. Second, I will outline what solving such problems means. Then, I will move on to defining aesthetics for the purposes of this article. Fourth, I will focus on the main question, the potential role of everyday aesthetics in solving social problems. Lastly, I will drill down a bit deeper into my own experiences in this matter in order to concretize the general points and give examples stemming from my working life.
4

IMPACT OF EMOTIONAL VALENCE AND DIFFERENT SOURCE PROBLEM CONDITIONS ON THE RESOLUTION OF ANALOGICAL TARGET PROBLEMS

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Izsóf Jurásová K., Biela A., Špajdel M.
Studia Psychologica
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2014
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vol. 56
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issue 2
99 – 107
EN
An experimental study was conducted to clarify the impact of the source problem (present/absent) and of the emotional valence (positive/negative) on the way analogical target problems are solved. Analogical problems were represented by two types of PC games. Film clips were used to elicit emotions, whereas emotional changes were monitored by SAM scale. It was found that the presence of source problem increased the speed of solving a target problem and led to analogical problem solving even though a non-analogical solution could also be conducted. Negative valence (feeling sad) facilitates analogical problem solving, whereas positive valence (feeling amused) alleviates non-analogical problem solving. Different emotional valence has no impact either on the length of the time needed for problem solving, or on the success.
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