A computer program based upon SPS models developed by D'Zurilla and his colleagues was used (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982; D'Zurilla, 1986; D'Zurilla & Nezu, 1990). Comparisons of computerized training, computerized control, workbook training and assessment control groups were conducted on four post-intervention dependent measures: a revised version of the Social Problem-Solving Inventory (D'Zurilla & Nezu, 1990), MeansEnds Problem-Solving Procedure (Platt & Spivack, 1975), SPS SelfEfficacy rating and a Computer/Workbook evaluation. The computerized SPS training group rated their training procedure as significantly more acceptable than those in the workbook training group. Analyses of problem-solving ability and knowledge yielded no significant interactions between problem-solving content and computer contact. No main effects were found for computer contact. A main effect for problem-solving content approached significance. Subjects receiving interventions that contained problem-solving content scored higher on SPS knowledge and ability measures than those who did not.Discussion focuses on reasons for and implications of differences between computerized and non-computerized SPS training groups' performance and preferences. / Department of Psychological Science
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/184725 |
| Date | January 1993 |
| Creators | Munneke, Dwayne M. |
| Contributors | Ball State University. Dept. of Psychological Science., Lovejoy, M. Christine |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | iv, 147 leaves ; 28 cm. |
| Source | Virtual Press |
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