{'fraction_non_alphanumeric': 0.05209452201933405, 'fraction_numerical': 0.01342642320085929, 'mean_word_length': 4.990353697749196, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Development of social problem solving—A longitudinal study (2009–2011) in a Hungarian context

The aims of the longitudinal study were to investigate the development of social problem solving (SPS) among adolescents (N = 180) in Hungary, to describe the nature of correlations between the raters' judgements (child, mother, teacher) and to examine what the correlations are between SPS factors and family background. At the beginning of the study students were 12-year-olds and they were 14 at the last time of measurement. The questionnaire of SPS was adapted [SPSI-R:S, D'Zurilla, T. J., Nezu, A., & Maydeu-Olivares, A. (2002). Social Problem-Solving Inventory-Revised (SPSI-R): Technical manual. North Tonawanda, NY: Multi-Health Systems]. The factors were the following: negative and positive problem orientation (NPO, PPO, respectively), rational problem solving (RPS), impulsivity/carelessness style (ICS) and avoidance style (AS). Based on self-assessment, NPO, RPS, ICS and ACS show increasing tendency with age; however, in the case of PPO, significant age differences have not been found. The mothers' ratings are the same in the case of NPO, PPO and RPS, but they think that their 12-year-olds show lower impulsivity and avoidance than their children of 13 and 14 years. According to the teachers' rating, NPO, RPS and AS show increasing tendency; however, the values of ICS and PPO decrease with age. Correlations between children's and mothers' ratings are strongest, and the most divergent evaluations were given by teachers and mothers. Parents' educational levels influence the SPS factors differently: mothers' educational level has an effect on NPO and ICS; fathers' educational level has an impact on RPS in all years. The effects of free-time activities in family are stronger than those of the time spent learning with children in all years.