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20101
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Subject: Human Development and Family Studies × Author: Anita × End date: 2016 × Thesis Type: M.Sc ×
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    ThesisItemOpen Access
    Social problem-solving skills of 6 to 8 years old children in relation to intelligence quotient
    (CCSHAU, 2010) Anita; Balda, Shanti
    The present study was conducted in Kaimri village of Hisar Block 1 of Hisar district. There were two government schools in Kaimri village, one for boys and one for girls. From these two schools, 94 boys and 85 girls in the age range of 6-8 years were assessed for their IQ with the help of Stanford-Binet Intelligence Scale (1973). Children were divided into low, average and high IQ categories. Ninety children including 45 boys and 45 girls, 15 boys and 15 girls from each IQ group were selected. The objectives of the study were - first, to identify low, average and high IQ children in the age group of 6 to 8 years; second, to assess social-problem solving skills of low, average and high IQ children; third, to compare social-problem solving skills of low, average and high IQ children and fourth, to delineate the factors related to social-problem solving skills of children. Social problem-solving skills of selected children were assessed with the help of Social Problem-Solving Test (Rubin, 1988). Responses of the children were examined quantitatively and qualitatively. Quantitative scores were calculated for total number of categories, number of different categories, relevancy and flexibility. Quality of responses included strategies suggested by children to solve problems in hypothetical situations with their peers. Results revealed that majority of children belonged to average category of IQ. IQ had significant impact on social problem-solving skills of children. Other factors related to social problem-solving skills of children were age and gender of child; paternal education and occupation and family income. Behavioural aspects, aggression, emotionality and impatience had significant relationship with social problem-solving skills. Research further revealed that, most frequently used strategies by children were “non-forceful” in nature. Gender differences indicated that girls suggested greater number of “non-forceful” strategies than boys who suggested greater number of “forceful” strategies.