Personality and Social Problem-Solving: The Mediating Role of Self-Esteem.

AbstractThe purpose of the present study was to examine direct and indirect relationships among personality, selfesteem and social problem-solving, as well as the mediating role of self-esteem in the link between personality and social problem-solving among Turkish youth. The study utilized a cross-sectional design comprising several self-reports. Data for the present study were collected from 687 undergraduate students. The participants included 428 (66%) females and 220 (34%) males, and their ages ranged from 18 to 35years, with a mean of 22.46 years (SD = 2.45). Findings illustrated that extraversion, openness, conscientiousness, agreeableness and self-esteem were significantly and positively correlated with social problem-solving, whereas neuroticism showed a negative correlation. Self-esteem is significantly and positively associated with extraversion, openness, conscientiousness, agreeableness and social problem-solving, and it appears to act as a mediator in the relationship between personality and social problem-solving. The findings indicated that personality and selfesteem directly affected social problem-solving, and personality also indirectly affected social problem-solving through self-esteem. In conclusion, personality and self-esteem were found to be significantly related to social problem-solving among Turkish youth.Keywords: Social problem-solving * Personality * Self-EsteemThe capacity to solve problems successfully in the real world is a crucial life skill. Social problem-solving is the self-directed cognitive-behavioural process by which a person determines ways of dealing with problematic situations in everyday life (Chang & D'Zurilla, 1996; D'Zurilla & Goldfried, 1971), and it is formed as a conscious, rational and purposeful activity (D'Zurilla & Maydeu-Olivares, 1995). According to the social problem-solving model (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982), social problemsolving ability comprises two general, partially independent components: (a) problem orientation and (b) problem-solving style. Problem orientation is a metacognitive process that involves cognitiveemotional schemas (general beliefs, appraisals and feelings about problems and problem-solving ability). This process was accepted as a motivational function in social problem-solving (D'Zurilla & Goldfried, 1971; Morera et al., 2006). Problem orientation has two different structures: positive and negative problem orientation. Positive problem orientation contains the general disposition to accept a problem as a 'challenge', and to believe that it can be resolved successfully. Negative problem orientation involves general tendencies to see the problem as a threat to the wellbeing, not believing that the problem can be solved and becoming easily frustrated when faced with a problem (D'Zurilla, Maydeu-Olivares & GallardoPujol, 2011). The second component, problemsolving styles, includes rational problem-solving, impulsivity/carelessness style and avoidance style. Each style includes cognitive and behavioural activities by which a person understands and copes with problems (D'Zurilla, Nezu & MaydeuOlivares, 2002). Studies indicate that effective problem-solving improves positive coping (D'Zurilla & Nezu, 1999); however, deficiencies in social problem-solving are associated with emotional or mental health problems (Fremouw, Callahan & Kashden, 1993; Specken & Hawton, 2005; Tolan & Loeber, 1993). The literature shows that social problem-solving is significantly correlated with positive and negative outcomes such as well-being (Siu & Shek, 2010), decision-making (Morera et al., 2006), aggression (Crick & Dodge, 1994; Dodge & Crick, 1990; D'Zurilla & Nezu, 1999; Ozdemir, Kuzucu & Koruklu, 2013), depression (Fremouw et al., 1993; Specken & Hawton, 2005), worry (Belzer, D'Zurilla & Maydeu-Olivares, 2002), psychological stress (D'Zurilla & Sheedy, 1991) and age and gender (Thomas, D'Zurilla, Maydeu-Olivares & Kant, 1998). …