Interpersonal Problem Solving in Third and Fifth Graders: Sex, Grade, and Friendship Effects

Abstract

This study examines the relationship between friendship and the types of problem solving strategies, emotional reactions, and the intensity of the emotional reaction to hypothetical dilemmas. Third and fifth grade children (n=78) were individually interviewed and read hypothetical dilemmas involving a conflict with either a friend or an acquaintance. Social competence as rated by the teachers and peers was assessed. Sex differences in problem solving strategies and emotional intensities were found as well as grade differences in the emotional response. Sex differences were found in the emotional intensity proposed for the scenarios. Friendship was also found to have a significant relationship cooperative and adult intervention problem solving strategies. Social competence as rated by teachers and peers was negatively correlated with aggressive and positively with verbal assertive strategies. There was also a correlation found with social competence and feeling sad and angry as rated by peers and emotional intensity was negatively correlated with social competence as rated by teachers.