The Relationship between Interpersonal Problem Solving and Academic Motivation

Abstract

The basic purpose of the present study is to examine whether high school students’ problem solving approaches predict academic motivation or not. In line with this purpose, the researchers examined the correlation between interpersonal problem solving approaches and academic motivation scores in addition to examining whether interpersonal problem solving approaches are predictors of academic motivation. The participants of the study consist of high schools students, and the study sample is composed of 587 students selected through random group sampling. 355 of the students were females, while 232 of them were males, and the mean age of the both group was 16.15 (Sd:0.94). The data were collected using Interpersonal Problem Solving Inventory and Academic Motivation Scale. Pearson moments correlation coefficient and multiple regression analysis were used to analyze the data in the study. According to the findings of the study, there was a significant positive correlation between Constructive Problem Solving (CPS) (r=.442, p<.01) and InsistentPersevering Approach (IPS) (r=.366, p<.01) and Academic Motivation. It was seen that interpersonal problem
solving accounted for 22% of the total variance in academic motivation.