problem solving skills meaning for students

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Strategies to develop problem-solving skills in students.

• November 14, 2023

Students need the freedom to brainstorm, develop solutions and make mistakes — this is truly the only way to prepare them for life outside the classroom. When students are immersed in a learning environment that only offers them step-by-step guides and encourages them to focus solely on memorisation, they are not gaining the skills necessary to help them navigate in the complex, interconnected environment of the real world.

Choosing a school that emphasises the importance of future-focussed skills will ensure your child has the abilities they need to survive and thrive anywhere in the world. What are future-focussed skills? Students who are prepared for the future need to possess highly developed communication skills, self-management skills, research skills, thinking skills, social skills and problem-solving skills. In this blog, I would like to focus on problem-solving skills.

What Are Problem-Solving Skills?

The Forage defines problem-solving skills as those that allow an individual to identify a problem, come up with solutions, analyse the options and collaborate to find the best solution for the issue.

Importance of Problem-Solving in the Classroom Setting

Learning how to solve problems effectively and positively is a crucial part of child development. When children are allowed to solve problems in a classroom setting, they can test those skills in a safe and nurturing environment. Generally, when they face age-appropriate issues, they can begin building those skills in a healthy and positive manner.

Without exposure to challenging situations and scenarios, children will not be equipped with the foundational problem-solving skills needed to tackle complex issues in the real world. Experts predict that problem-solving skills will eventually be more sought after in job applicants than hard skills related to that specific profession. Students must be given opportunities in school to resolve conflicts, address complex problems and come up with their own solutions in order to develop these skills.

Benefits of Problem-Solving Skills for Students

Learning how to solve problems offers students many advantages, such as:

Improving Academic Results

When students have a well-developed set of problem-solving skills, they are often better critical and analytical thinkers as well. They are able to effectively use these 21st-century skills when completing their coursework, allowing them to become more successful in all academic areas. By prioritising problem-solving strategies in the classroom, teachers often find that academic performance improves.

Developing Confidence

Giving students the freedom to solve problems and create their own solutions is essentially permitting them to make their own choices. This sense of independence — and the natural resilience that comes with it — allows students to become confident learners who aren’t intimidated by new or challenging situations. Ultimately, this prepares them to take on more complex challenges in the future, both on a professional and social level.

Preparing Students for Real-World Challenges

The challenges we are facing today are only growing more complex, and by the time students have graduated, they are going to be facing issues that we may not even have imagined. By arming them with real-world problem-solving experience, they will not feel intimidated or stifled by those challenges; they will be excited and ready to address them. They will know how to discuss their ideas with others, respect various perspectives and collaborate to develop a solution that best benefits everyone involved.

The Best Problem-Solving Strategies for Students

No single approach or strategy will instil a set of problem-solving skills in students.  Every child is different, so educators should rely on a variety of strategies to develop this core competency in their students.  It is best if these skills are developed naturally.

These are some of the best strategies to support students problem-solving skills:

Project-Based Learning

By providing students with project-based learning experiences and allowing plenty of time for discussion, educators can watch students put their problem-solving skills into action inside their classrooms. This strategy is one of the most effective ways to fine-tune problem-solving skills in students.  During project-based learning, teachers may take notes on how the students approach a problem and then offer feedback to students for future development. Teachers can address their observations of interactions during project-based learning at the group level or they can work with students on an individual basis to help them become more effective problem-solvers.

Encourage Discussion and Collaboration in the Classroom Setting

Another strategy to encourage the development of problem-solving skills in students is to allow for plenty of discussion and collaboration in the classroom setting.  When students interact with one another, they are naturally developing problem solving skills.  Rather than the teacher delivering information and requiring the students to passively receive information, students can share thoughts and ideas with one another.  Getting students to generate their own discussion and communication requires thinking skills. 

Utilising an Inquiry-Based approach to Learning

Students should be presented with situations in which their curiosity is sparked and they are motivated to inquire further. Teachers should ask open-ended questions and encourage students to develop responses which require problem-solving. By providing students with complex questions for which a variety of answers may be correct, teachers get students to consider different perspectives and deal with potential disagreement, which requires problem-solving skills to resolve.

Model Appropriate Problem-Solving Skills

One of the simplest ways to instil effective problem-solving skills in students is to model appropriate and respectful strategies and behaviour when resolving a conflict or addressing an issue. Teachers can showcase their problem-solving skills by:

• Identifying a problem when they come across one for the class to see
• Brainstorming possible solutions with students
• Collaborating with students to decide on the best solution
• Testing that solution and examining the results with the students
• Adapting as necessary to improve results or achieve the desired goal

Prioritise Student Agency in Learning

Recent research shows that self-directed learning is one of the most effective ways to nurture 21st-century competency development in young learners. Learning experiences that encourage student agency often require problem-solving skills.  When creativity and innovation are needed, students often encounter unexpected problems along the way that must be solved. Through self-directed learning, students experience challenges in a natural situation and can fine-tune their problem-solving skills along the way.  Self-directed learning provides them with a foundation in problem-solving that they can build upon in the future, allowing them to eventually develop more advanced and impactful problem-solving skills for real life.

21st-Century Skill Development at OWIS Singapore

Problem-solving has been identified as one of the core competencies that young learners must develop to be prepared to meet the dynamic needs of a global environment.  At OWIS Singapore, we have implemented an inquiry-driven, skills-based curriculum that allows students to organically develop critical future-ready skills — including problem-solving.  Our hands-on approach to education enables students to collaborate, explore, innovate, face-challenges, make mistakes and adapt as necessary.  As such, they learn problem-solving skills in an authentic manner.

For more information about 21st-century skill development, schedule a campus tour today.

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Problem Solving Skills: Meaning, Examples & Techniques

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26 January 2021

Reading Time: 2 minutes

Do your children have trouble solving their Maths homework?

Or, do they struggle to maintain friendships at school?

If your answer is ‘Yes,’ the issue might be related to your child’s problem-solving abilities. Whether your child often forgets his/her lunch at school or is lagging in his/her class, good problem-solving skills can be a major tool to help them manage their lives better.

Children need to learn to solve problems on their own. Whether it is about dealing with academic difficulties or peer issues when children are equipped with necessary problem-solving skills they gain confidence and learn to make healthy decisions for themselves. So let us look at what is problem-solving, its benefits, and how to encourage your child to inculcate problem-solving abilities

Problem-solving skills can be defined as the ability to identify a problem, determine its cause, and figure out all possible solutions to solve the problem.

• Trigonometric Problems

What is problem-solving, then? Problem-solving is the ability to use appropriate methods to tackle unexpected challenges in an organized manner. The ability to solve problems is considered a soft skill, meaning that it’s more of a personality trait than a skill you’ve learned at school, on-the-job, or through technical training. While your natural ability to tackle problems and solve them is something you were born with or began to hone early on, it doesn’t mean that you can’t work on it. This is a skill that can be cultivated and nurtured so you can become better at dealing with problems over time.

Problem Solving Skills: Meaning, Examples & Techniques are mentioned below in the Downloadable PDF. 

Benefits of learning problem-solving skills  

Promotes creative thinking and thinking outside the box.

Improves decision-making abilities.

Builds solid communication skills.

Develop the ability to learn from mistakes and avoid the repetition of mistakes.

Problem Solving as an ability is a life skill desired by everyone, as it is essential to manage our day-to-day lives. Whether you are at home, school, or work, life throws us curve balls at every single step of the way. And how do we resolve those? You guessed it right – Problem Solving.

Strengthening and nurturing problem-solving skills helps children cope with challenges and obstacles as they come. They can face and resolve a wide variety of problems efficiently and effectively without having a breakdown. Nurturing good problem-solving skills develop your child’s independence, allowing them to grow into confident, responsible adults. 

Children enjoy experimenting with a wide variety of situations as they develop their problem-solving skills through trial and error. A child’s action of sprinkling and pouring sand on their hands while playing in the ground, then finally mixing it all to eliminate the stickiness shows how fast their little minds work.

Sometimes children become frustrated when an idea doesn't work according to their expectations, they may even walk away from their project. They often become focused on one particular solution, which may or may not work.

However, they can be encouraged to try other methods of problem-solving when given support by an adult. The adult may give hints or ask questions in ways that help the kids to formulate their solutions. 

Encouraging Problem-Solving Skills in Kids

Practice problem solving through games.

Exposing kids to various riddles, mysteries, and treasure hunts, puzzles, and games not only enhances their critical thinking but is also an excellent bonding experience to create a lifetime of memories.

Create a safe environment for brainstorming

Welcome, all the ideas your child brings up to you. Children learn how to work together to solve a problem collectively when given the freedom and flexibility to come up with their solutions. This bout of encouragement instills in them the confidence to face obstacles bravely.

Invite children to expand their Learning capabilities

 Whenever children experiment with an idea or problem, they test out their solutions in different settings. They apply their teachings to new situations and effectively receive and communicate ideas. They learn the ability to think abstractly and can learn to tackle any obstacle whether it is finding solutions to a math problem or navigating social interactions.

Problem-solving is the act of finding answers and solutions to complicated problems. 

Developing problem-solving skills from an early age helps kids to navigate their life problems, whether academic or social more effectively and avoid mental and emotional turmoil.

Children learn to develop a future-oriented approach and view problems as challenges that can be easily overcome by exploring solutions. 

About Cuemath

Cuemath, a student-friendly mathematics and coding platform, conducts regular  Online Classes  for academics and skill-development, and their Mental Math App, on both  iOS  and  Android , is a one-stop solution for kids to develop multiple skills. Understand the Cuemath Fee structure and sign up for a free trial.

Frequently Asked Questions (FAQs)

How do you teach problem-solving skills.

Model a useful problem-solving method. Problem solving can be difficult and sometimes tedious. ... 1. Teach within a specific context. ... 2. Help students understand the problem. ... 3. Take enough time. ... 4. Ask questions and make suggestions. ... 5. Link errors to misconceptions.

What makes a good problem solver?

Excellent problem solvers build networks and know how to collaborate with other people and teams. They are skilled in bringing people together and sharing knowledge and information. A key skill for great problem solvers is that they are trusted by others.

Center for Teaching

Teaching problem solving.

Print Version

Tips and Techniques

Expert vs. novice problem solvers, communicate.

• Have students  identify specific problems, difficulties, or confusions . Don’t waste time working through problems that students already understand.
• If students are unable to articulate their concerns, determine where they are having trouble by  asking them to identify the specific concepts or principles associated with the problem.
• In a one-on-one tutoring session, ask the student to  work his/her problem out loud . This slows down the thinking process, making it more accurate and allowing you to access understanding.
• When working with larger groups you can ask students to provide a written “two-column solution.” Have students write up their solution to a problem by putting all their calculations in one column and all of their reasoning (in complete sentences) in the other column. This helps them to think critically about their own problem solving and helps you to more easily identify where they may be having problems. Two-Column Solution (Math) Two-Column Solution (Physics)

Encourage Independence

• Model the problem solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear
• Have students work through problems on their own. Ask directing questions or give helpful suggestions, but  provide only minimal assistance and only when needed to overcome obstacles.
• Don’t fear  group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

Be sensitive

• Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing  positive reinforcement to let students know when they have mastered a new concept or skill.

Encourage Thoroughness and Patience

• Try to communicate that  the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

Experts (teachers) in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices (students) in their field because these principles and strategies are second nature to the expert. To teach students problem solving skills,  a teacher should be aware of principles and strategies of good problem solving in his or her discipline .

The mathematician George Polya captured the problem solving principles and strategies he used in his discipline in the book  How to Solve It: A New Aspect of Mathematical Method (Princeton University Press, 1957). The book includes  a summary of Polya’s problem solving heuristic as well as advice on the teaching of problem solving.

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Developing Problem-Solving Skills for Kids | Strategies & Tips

We've made teaching problem-solving skills for kids a whole lot easier! Keep reading and comment below with any other tips you have for your classroom!

Problem-Solving Skills for Kids: The Real Deal

Picture this: You've carefully created an assignment for your class. The step-by-step instructions are crystal clear. During class time, you walk through all the directions, and the response is awesome. Your students are ready! It's finally time for them to start working individually and then... 8 hands shoot up with questions. You hear one student mumble in the distance, "Wait, I don't get this" followed by the dreaded, "What are we supposed to be doing again?"

When I was a new computer science teacher, I would have this exact situation happen. As a result, I would end up scrambling to help each individual student with their problems until half the class period was eaten up. I assumed that in order for my students to learn best, I needed to be there to help answer questions immediately so they could move forward and complete the assignment.

Here's what I wish I had known when I started teaching coding to elementary students - the process of grappling with an assignment's content can be more important than completing the assignment's product. That said, not every student knows how to grapple, or struggle, in order to get to the "aha!" moment and solve a problem independently. The good news is, the ability to creatively solve problems is not a fixed skill. It can be learned by students, nurtured by teachers, and practiced by everyone!

Your students are absolutely capable of navigating and solving problems on their own. Here are some strategies, tips, and resources that can help:

Problem-Solving Skills for Kids: Student Strategies

These are strategies your students can use during independent work time to become creative problem solvers.

1. Go Step-By-Step Through The Problem-Solving Sequence 

Post problem-solving anchor charts and references on your classroom wall or pin them to your Google Classroom - anything to make them accessible to students. When they ask for help, invite them to reference the charts first.

2. Revisit Past Problems

If a student gets stuck, they should ask themself, "Have I ever seen a problem like this before? If so, how did I solve it?" Chances are, your students have tackled something similar already and can recycle the same strategies they used before to solve the problem this time around.

3. Document What Doesn’t Work

Sometimes finding the answer to a problem requires the process of elimination. Have your students attempt to solve a problem at least two different ways before reaching out to you for help. Even better, encourage them write down their "Not-The-Answers" so you can see their thought process when you do step in to support. Cool thing is, you likely won't need to! By attempting to solve a problem in multiple different ways, students will often come across the answer on their own.

4. "3 Before Me"

Let's say your students have gone through the Problem Solving Process, revisited past problems, and documented what doesn't work. Now, they know it's time to ask someone for help. Great! But before you jump into save the day, practice "3 Before Me". This means students need to ask 3 other classmates their question before asking the teacher. By doing this, students practice helpful 21st century skills like collaboration and communication, and can usually find the info they're looking for on the way.

Problem-Solving Skills for Kids: Teacher Tips

These are tips that you, the teacher, can use to support students in developing creative problem-solving skills for kids.

1. Ask Open Ended Questions

When a student asks for help, it can be tempting to give them the answer they're looking for so you can both move on. But what this actually does is prevent the student from developing the skills needed to solve the problem on their own. Instead of giving answers, try using open-ended questions and prompts. Here are some examples:

2. Encourage Grappling

Grappling  is everything a student might do when faced with a problem that does not have a clear solution. As explained in this article from Edutopia , this doesn't just mean perseverance! Grappling is more than that - it includes critical thinking, asking questions, observing evidence, asking more questions, forming hypotheses, and constructing a deep understanding of an issue.

There are lots of ways to provide opportunities for grappling. Anything that includes the Engineering Design Process is a good one! Examples include:

• Engineering or Art Projects
• Design-thinking challenges
• Computer science projects
• Science experiments

3. Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset . Getting an answer "wrong" doesn't need to be a bad thing! What matters most are the steps they took to get there and how they might change their approach next time. As a teacher, you can support students in learning this reflection process.

4. Model The Strategies Yourself! 

As creative problem-solving skills for kids are being learned, there will likely be moments where they are frustrated or unsure. Here are some easy ways you can model what creative problem-solving looks and sounds like.

• Ask clarifying questions if you don't understand something
• Admit when don't know the correct answer
• Talk through multiple possible outcomes for different situations 
• Verbalize how you’re feeling when you find a problem

Practicing these strategies with your students will help create a learning environment where grappling, failing, and growing is celebrated!

Problem-Solving Skill for Kids

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Why Every Educator Needs to Teach Problem-Solving Skills

Strong problem-solving skills will help students be more resilient and will increase their academic and career success .

Want to learn more about how to measure and teach students’ higher-order skills, including problem solving, critical thinking, and written communication?

Problem-solving skills are essential in school, careers, and life.

Problem-solving skills are important for every student to master. They help individuals navigate everyday life and find solutions to complex issues and challenges. These skills are especially valuable in the workplace, where employees are often required to solve problems and make decisions quickly and effectively.

Problem-solving skills are also needed for students’ personal growth and development because they help individuals overcome obstacles and achieve their goals. By developing strong problem-solving skills, students can improve their overall quality of life and become more successful in their personal and professional endeavors.

Problem-Solving Skills Help Students…

   develop resilience.

Problem-solving skills are an integral part of resilience and the ability to persevere through challenges and adversity. To effectively work through and solve a problem, students must be able to think critically and creatively. Critical and creative thinking help students approach a problem objectively, analyze its components, and determine different ways to go about finding a solution.  

This process in turn helps students build self-efficacy . When students are able to analyze and solve a problem, this increases their confidence, and they begin to realize the power they have to advocate for themselves and make meaningful change.

When students gain confidence in their ability to work through problems and attain their goals, they also begin to build a growth mindset . According to leading resilience researcher, Carol Dweck, “in a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

    Set and Achieve Goals

Students who possess strong problem-solving skills are better equipped to set and achieve their goals. By learning how to identify problems, think critically, and develop solutions, students can become more self-sufficient and confident in their ability to achieve their goals. Additionally, problem-solving skills are used in virtually all fields, disciplines, and career paths, which makes them important for everyone. Building strong problem-solving skills will help students enhance their academic and career performance and become more competitive as they begin to seek full-time employment after graduation or pursue additional education and training.

  Resolve Conflicts

In addition to increased social and emotional skills like self-efficacy and goal-setting, problem-solving skills teach students how to cooperate with others and work through disagreements and conflicts. Problem-solving promotes “thinking outside the box” and approaching a conflict by searching for different solutions. This is a very different (and more effective!) method than a more stagnant approach that focuses on placing blame or getting stuck on elements of a situation that can’t be changed.

While it’s natural to get frustrated or feel stuck when working through a conflict, students with strong problem-solving skills will be able to work through these obstacles, think more rationally, and address the situation with a more solution-oriented approach. These skills will be valuable for students in school, their careers, and throughout their lives.

    Achieve Success

We are all faced with problems every day. Problems arise in our personal lives, in school and in our jobs, and in our interactions with others. Employers especially are looking for candidates with strong problem-solving skills. In today’s job market, most jobs require the ability to analyze and effectively resolve complex issues. Students with strong problem-solving skills will stand out from other applicants and will have a more desirable skill set.

In a recent opinion piece published by The Hechinger Report , Virgel Hammonds, Chief Learning Officer at KnowledgeWorks, stated “Our world presents increasingly complex challenges. Education must adapt so that it nurtures problem solvers and critical thinkers.” Yet, the “traditional K–12 education system leaves little room for students to engage in real-world problem-solving scenarios.” This is the reason that a growing number of K–12 school districts and higher education institutions are transforming their instructional approach to personalized and competency-based learning, which encourage students to make decisions, problem solve and think critically as they take ownership of and direct their educational journey.

Problem-Solving Skills Can Be Measured and Taught

Research shows that problem-solving skills can be measured and taught. One effective method is through performance-based assessments which require students to demonstrate or apply their knowledge and higher-order skills to create a response or product or do a task.

What Are Performance-Based Assessments?

With the No Child Left Behind Act (2002), the use of standardized testing became the primary way to measure student learning in the U.S. The legislative requirements of this act shifted the emphasis to standardized testing, and this led to a  decline in nontraditional testing methods .

But   many educators, policy makers, and parents have concerns with standardized tests. Some of the top issues include that they don’t provide feedback on how students can perform better, they don’t value creativity, they are not representative of diverse populations, and they can be disadvantageous to lower-income students.

While standardized tests are still the norm, U.S. Secretary of Education Miguel Cardona is encouraging states and districts to move away from traditional multiple choice and short response tests and instead use performance-based assessment, competency-based assessments, and other more authentic methods of measuring students abilities and skills rather than rote learning. 

Performance-based assessments  measure whether students can apply the skills and knowledge learned from a unit of study. Typically, a performance task challenges students to use their higher-order skills to complete a project or process. Tasks can range from an essay to a complex proposal or design.

Preview a Performance-Based Assessment

Want a closer look at how performance-based assessments work?  Preview CAE’s K–12 and Higher Education assessments and see how CAE’s tools help students develop critical thinking, problem-solving, and written communication skills.

Performance-Based Assessments Help Students Build and Practice Problem-Solving Skills

In addition to effectively measuring students’ higher-order skills, including their problem-solving skills, performance-based assessments can help students practice and build these skills. Through the assessment process, students are given opportunities to practically apply their knowledge in real-world situations. By demonstrating their understanding of a topic, students are required to put what they’ve learned into practice through activities such as presentations, experiments, and simulations. 

This type of problem-solving assessment tool requires students to analyze information and choose how to approach the presented problems. This process enhances their critical thinking skills and creativity, as well as their problem-solving skills. Unlike traditional assessments based on memorization or reciting facts, performance-based assessments focus on the students’ decisions and solutions, and through these tasks students learn to bridge the gap between theory and practice.

Performance-based assessments like CAE’s College and Career Readiness Assessment (CRA+) and Collegiate Learning Assessment (CLA+) provide students with in-depth reports that show them which higher-order skills they are strongest in and which they should continue to develop. This feedback helps students and their teachers plan instruction and supports to deepen their learning and improve their mastery of critical skills.

Explore CAE’s Problem-Solving Assessments

CAE offers performance-based assessments that measure student proficiency in higher-order skills including problem solving, critical thinking, and written communication.

• College and Career Readiness Assessment (CCRA+) for secondary education and
• Collegiate Learning Assessment (CLA+) for higher education.

Our solution also includes instructional materials, practice models, and professional development.

We can help you create a program to build students’ problem-solving skills that includes:

• Measuring students’ problem-solving skills through a performance-based assessment    
• Using the problem-solving assessment data to inform instruction and tailor interventions
• Teaching students problem-solving skills and providing practice opportunities in real-life scenarios
• Supporting educators with quality professional development

Get started with our problem-solving assessment tools to measure and build students’ problem-solving skills today! These skills will be invaluable to students now and in the future.

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Learn more about cae’s suite of products and let’s get started measuring and teaching students important higher-order skills like problem solving..

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7 ways to cultivate students’ problem-solving skills.

Parents, teachers, and other adults have developed a lot of skills and knowledge that can make it easy for us to solve problems. We’ve seen the situation before, and the solution may seem obvious to us, but young people are likely encountering the challenge for the first time. How do we help them tackle the problems themselves so that they develop the expertise they’ll need to solve other problems in the future?

Use these tips to help you think about how you support young people in solving challenges they encounter.

• Encourage “playing with” the problem. Encourage young people to throw out lots of ideas, make conjectures, and consider many different possibilities–even some that are outlandish. Look at the problem from many perspectives. This flexible thinking is an important skill for forming better solutions than the first that come to mind.
• Guide the young person to break a big problem into its parts. Then focus on aspects of the problem that the young person doesn’t understand or that seem like they have more potential to be solved.
• Ask the young person to work through the problem out loud. Not only does this help you coach the young person, but it also slows down the thinking process.
• Model and talk about the problem solving process, rather than focusing on getting the right answer. Talk through the steps you take and ask the young person to do the same so that it’s easier to learn.
• Have the student work through the problem on her or his own. Give only as much assistance as you need to when the young person is really stuck. And when you do so, limit your guidance to questions or suggestions that will help the young person move through a specific issue without solving the whole problem for her or him.
• Ask open-ended questions. Instead of, “Do you think that will fit in there?” you might ask a more open-ended question, such as, “What do you think it will take to get everything to fit inside?” Ask follow-up questions that encourage the young person to articulate their problem-solving process. This not only helps you learn and guide, but it reinforces the skills.
• Give positive reinforcement when young people overcome an obstacle or master a new problem-solving skill. Be specific in highlighting what they have done or learned.

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How to Develop Problem-Solving Skills in Students

Problem-solving skills – the term has become something of a cliché. It is used by anyone from students trying to pad out their résumés, to recruiters, to inspirational speakers trying to sell tickets to leadership seminars. Let’s unpack the term and what it could mean for you. What does it actually look like to have effective problem-solving skills? And how can you help your students develop these skills?

Why should you teach problem-solving skills to students?

Problem-solving skills make a person adaptable. ‘Problem-solving skills’ is a plural term, and therefore implied is a set of skills , which includes creativity, emotional intelligence and perseverance. This helps to explain why ‘problem-solving skills’ are so sought after in every field.

The earlier students are able to develop their problem-solving skills, the better the outcome. Problem-solving skills come in handy in nearly every situation: in the classroom, in the workplace, and generally in life. Put simply, problem-solving skills give a person independence, which is why it is so important to teach them from a young age. When you are no longer required to depend on parents or teachers for support and guidance, students become more and more independent, capable and are able to gain autonomy.

How to develop problem-solving skills in students

Teaching students problem-solving skills might look different depending on the subject a student is being taught. In maths, teach your students not only to do repetitive drills on the problems which are sure to come up in their exams, but also how to use their initiative to solve problems which have never been explained to them before. In science subjects, you might ask students to come up with their own experiment instead of giving them a pre-devised experiment. In English, encourage students to come up with their own textual analyses, rather than letting them rely on study guides and teaching for all of their ideas.

Problem-solving exercises to give to children

At a young age, children respond very well to games, which is why they are perfect for developing one’s problem-solving skills. Games can often present highly complex problem-solving situations to children – this is an environment of fun which promotes learning, but also provides a challenge! Websites such as this one can provide a series of recommendations based on different age ranges, which is a good way of progressively introducing more and more challenging problem-solving activities to children. Alternatively, this webpage provides more in-depth explanations of several simple games which can be used effectively in a classroom, by parents, or in one-to-one tuition.

Problem-solving exercises to give to teenagers

Just like a muscle, problem-solving skills are strengthened over time and with practice. So, make sure you keep encouraging your students’ growth in this field. Teenagers enjoy games, just like children (of course!), but they are also capable of more advanced problem-solving activities. Unlike most children, teenagers can work on developing complex critical thinking skills which, obviously, allow them to solve more advanced problems. You can find some free suggestions for developing critical thinking and problem-solving skills tailored towards teaching teens here and here .

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Don’t Just Tell Students to Solve Problems. Teach Them How.

The positive impact of an innovative uc san diego problem-solving educational curriculum continues to grow.

• Daniel Kane - [email protected]

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Problem solving is a critical skill for technical education and technical careers of all types. But what are best practices for teaching problem solving to high school and college students? 

The University of California San Diego Jacobs School of Engineering is on the forefront of efforts to improve how problem solving is taught. This UC San Diego approach puts hands-on problem-identification and problem-solving techniques front and center. Over 1,500 students across the San Diego region have already benefited over the last three years from this program. In the 2023-2024 academic year, approximately 1,000 upper-level high school students will be taking the problem solving course in four different school districts in the San Diego region. Based on the positive results with college students, as well as high school juniors and seniors in the San Diego region, the project is getting attention from educators across the state of California, and around the nation and the world.

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In Summer 2023, th e 27 community college students who took the unique problem-solving course developed at the UC San Diego Jacobs School of Engineering thrived, according to Alex Phan PhD, the Executive Director of Student Success at the UC San Diego Jacobs School of Engineering. Phan oversees the project. 

Over the course of three weeks, these students from Southwestern College and San Diego City College poured their enthusiasm into problem solving through hands-on team engineering challenges. The students brimmed with positive energy as they worked together. 

What was noticeably absent from this laboratory classroom: frustration.

“In school, we often tell students to brainstorm, but they don’t often know where to start. This curriculum gives students direct strategies for brainstorming, for identifying problems, for solving problems,” sai d Jennifer Ogo, a teacher from Kearny High School who taught the problem-solving course in summer 2023 at UC San Diego. Ogo was part of group of educators who took the course themselves last summer.

The curriculum has been created, refined and administered over the last three years through a collaboration between the UC San Diego Jacobs School of Engineering and the UC San Diego Division of Extended Studies. The project kicked off in 2020 with a generous gift from a local philanthropist.

Not getting stuck

One of the overarching goals of this project is to teach both problem-identification and problem-solving skills that help students avoid getting stuck during the learning process. Stuck feelings lead to frustration – and when it’s a Science, Technology, Engineering and Math (STEM) project, that frustration can lead students to feel they don’t belong in a STEM major or a STEM career. Instead, the UC San Diego curriculum is designed to give students the tools that lead to reactions like “this class is hard, but I know I can do this!” –  as Ogo, a celebrated high school biomedical sciences and technology teacher, put it. 

Three years into the curriculum development effort, the light-hearted energy of the students combined with their intense focus points to success. On the last day of the class, Mourad Mjahed PhD, Director of the MESA Program at Southwestern College’s School of Mathematics, Science and Engineering came to UC San Diego to see the final project presentations made by his 22 MESA students.

“Industry is looking for students who have learned from their failures and who have worked outside of their comfort zones,” said Mjahed. The UC San Diego problem-solving curriculum, Mjahed noted, is an opportunity for students to build the skills and the confidence to learn from their failures and to work outside their comfort zone. “And from there, they see pathways to real careers,” he said. 

What does it mean to explicitly teach problem solving? 

This approach to teaching problem solving includes a significant focus on learning to identify the problem that actually needs to be solved, in order to avoid solving the wrong problem. The curriculum is organized so that each day is a complete experience. It begins with the teacher introducing the problem-identification or problem-solving strategy of the day. The teacher then presents case studies of that particular strategy in action. Next, the students get introduced to the day’s challenge project. Working in teams, the students compete to win the challenge while integrating the day’s technique. Finally, the class reconvenes to reflect. They discuss what worked and didn't work with their designs as well as how they could have used the day’s problem-identification or problem-solving technique more effectively. 

The challenges are designed to be engaging – and over three years, they have been refined to be even more engaging. But the student engagement is about much more than being entertained. Many of the students recognize early on that the problem-identification and problem-solving skills they are learning can be applied not just in the classroom, but in other classes and in life in general. 

Gabriel from Southwestern College is one of the students who saw benefits outside the classroom almost immediately. In addition to taking the UC San Diego problem-solving course, Gabriel was concurrently enrolled in an online computer science programming class. He said he immediately started applying the UC San Diego problem-identification and troubleshooting strategies to his coding assignments. 

Gabriel noted that he was given a coding-specific troubleshooting strategy in the computer science course, but the more general problem-identification strategies from the UC San Diego class had been extremely helpful. It’s critical to “find the right problem so you can get the right solution. The strategies here,” he said, “they work everywhere.”

Phan echoed this sentiment. “We believe this curriculum can prepare students for the technical workforce. It can prepare students to be impactful for any career path.”

The goal is to be able to offer the course in community colleges for course credit that transfers to the UC, and to possibly offer a version of the course to incoming students at UC San Diego. 

As the team continues to work towards integrating the curriculum in both standardized high school courses such as physics, and incorporating the content as a part of the general education curriculum at UC San Diego, the project is expected to impact thousands more students across San Diego annually. 

Portrait of the Problem-Solving Curriculum

On a sunny Wednesday in July 2023, an experiential-learning classroom was full of San Diego community college students. They were about half-way through the three-week problem-solving course at UC San Diego, held in the campus’ EnVision Arts and Engineering Maker Studio. On this day, the students were challenged to build a contraption that would propel at least six ping pong balls along a kite string spanning the laboratory. The only propulsive force they could rely on was the air shooting out of a party balloon.

A team of three students from Southwestern College – Valeria, Melissa and Alondra – took an early lead in the classroom competition. They were the first to use a plastic bag instead of disposable cups to hold the ping pong balls. Using a bag, their design got more than half-way to the finish line – better than any other team at the time – but there was more work to do. 

As the trio considered what design changes to make next, they returned to the problem-solving theme of the day: unintended consequences. Earlier in the day, all the students had been challenged to consider unintended consequences and ask questions like: When you design to reduce friction, what happens? Do new problems emerge? Did other things improve that you hadn’t anticipated? 

Other groups soon followed Valeria, Melissa and Alondra’s lead and began iterating on their own plastic-bag solutions to the day’s challenge. New unintended consequences popped up everywhere. Switching from cups to a bag, for example, reduced friction but sometimes increased wind drag. 

Over the course of several iterations, Valeria, Melissa and Alondra made their bag smaller, blew their balloon up bigger, and switched to a different kind of tape to get a better connection with the plastic straw that slid along the kite string, carrying the ping pong balls. 

One of the groups on the other side of the room watched the emergence of the plastic-bag solution with great interest. 

“We tried everything, then we saw a team using a bag,” said Alexander, a student from City College. His team adopted the plastic-bag strategy as well, and iterated on it like everyone else. They also chose to blow up their balloon with a hand pump after the balloon was already attached to the bag filled with ping pong balls – which was unique. 

“I don’t want to be trying to put the balloon in place when it's about to explode,” Alexander explained. 

Asked about whether the structured problem solving approaches were useful, Alexander’s teammate Brianna, who is a Southwestern College student, talked about how the problem-solving tools have helped her get over mental blocks. “Sometimes we make the most ridiculous things work,” she said. “It’s a pretty fun class for sure.” 

Yoshadara, a City College student who is the third member of this team, described some of the problem solving techniques this way: “It’s about letting yourself be a little absurd.”

Alexander jumped back into the conversation. “The value is in the abstraction. As students, we learn to look at the problem solving that worked and then abstract out the problem solving strategy that can then be applied to other challenges. That’s what mathematicians do all the time,” he said, adding that he is already thinking about how he can apply the process of looking at unintended consequences to improve both how he plays chess and how he goes about solving math problems.

Looking ahead, the goal is to empower as many students as possible in the San Diego area and  beyond to learn to problem solve more enjoyably. It’s a concrete way to give students tools that could encourage them to thrive in the growing number of technical careers that require sharp problem-solving skills, whether or not they require a four-year degree. 

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Mastering Problem-Solving Skills: Definition and Examples

Problem-Solving Skills – Introduction

Problem-solving skills are fundamental abilities that enable individuals to tackle complex challenges, overcome obstacles, and devise effective solutions. These skills are invaluable across various domains, from personal life to professional endeavors. As they empower individuals to analyze situations critically and implement strategies to achieve desired outcomes.

Definition of Problem-Solving Skills

Problem-solving skills encompass a range of cognitive processes and techniques aimed at identifying, analyzing, and resolving problems. These skills involve the application of logical reasoning, creativity, critical thinking, and decision-making to address issues and make sound judgments.

Understanding the Problem

Before attempting to solve a problem, it is essential to fully comprehend its nature and scope. This involves identifying the underlying issues, determining the goals to be achieved, and clarifying any constraints or limitations that may affect the solution.

Example: In a business context, understanding a decline in sales requires analyzing market trends. Customer feedback, and internal factors such as product quality and pricing strategies.

Analyzing Options

Once the problem is defined, individuals need to explore various solutions or approaches to address it. This stage involves brainstorming ideas, evaluating alternatives, and considering the potential outcomes of each option.

Example: When faced with a budget shortfall, a project manager may analyze different cost-cutting measures. Such as renegotiating contracts, reducing non-essential expenses, or reallocating resources.

Implementing Solutions

After selecting the most viable solution, the next step is implementing it effectively. This often requires planning, organization, and coordination to execute the chosen approach and monitor its progress toward achieving the desired results.

Example: To improve customer satisfaction, a restaurant manager may introduce a new training program for staff, streamline service processes, and solicit feedback from patrons to assess the impact of the changes.

Evaluating Results

Once the solution has been implemented, it is crucial to evaluate its effectiveness and identify any unforeseen consequences or areas for improvement. This feedback loop allows individuals to refine their problem-solving strategies and learn from their experiences.

Example: A teacher who introduces a new teaching method in the classroom may assess student performance, gather feedback from students and colleagues, and adjust the approach based on the observed outcomes.

Continuous Improvement

Problem-solving skills are not static but evolve through practice and experience. Individuals can enhance their abilities by seeking feedback, learning from failures, and continuously challenging themselves to solve increasingly complex problems.

Example: A software developer may regularly participate in coding challenges, attend workshops on emerging technologies, and collaborate with peers to stay updated and sharpen their programming skills.

In conclusion, problem-solving skills are essential competencies that enable individuals to navigate challenges, innovate solutions, and achieve their goals effectively. By understanding the problem, analyzing options, implementing solutions, evaluating results, and continuously improving. Individuals can develop mastery in problem-solving across diverse contexts. These skills benefit individuals in their personal and professional lives and contribute to the advancement of society as a whole.

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What Are Problem-Solving Skills? (Definition, Examples, And How To List On A Resume)

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Summary. Problem-solving skills include analysis, creativity, prioritization, organization, and troubleshooting. To solve a problem, you need to use a variety of skills based on the needs of the situation.

Most jobs essentially boil down to identifying and solving problems consistently and effectively. That’s why employers value problem-solving skills in job candidates for just about every role.

We’ll cover problem-solving methods, ways to improve your problem-solving skills, and examples of showcasing your problem-solving skills during your job search .

Key Takeaways:

If you can show off your problem-solving skills on your resume , in your cover letter , and during a job interview, you’ll be one step closer to landing a job.

Companies rely on employees who can handle unexpected challenges, identify persistent issues, and offer workable solutions in a positive way.

It is important to improve problem solving skill because this is a skill that can be cultivated and nurtured so you can become better at dealing with problems over time.

Types of Problem-Solving Skills

How to improve your problem-solving skills, example answers to problem-solving interview questions, how to show off problem-solving skills on a resume, example resume and cover letter with problem-solving skills, more about problem-solving skills, problem solving skills faqs.

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Problem-solving skills are skills that help you identify and solve problems effectively and efficiently . Your ability to solve problems is one of the main ways that hiring managers and recruiters assess candidates, as those with excellent problem-solving skills are more likely to autonomously carry out their responsibilities.

A true problem solver can look at a situation, find the cause of the problem (or causes, because there are often many issues at play), and then come up with a reasonable solution that effectively fixes the problem or at least remedies most of it.

The ability to solve problems is considered a soft skill , meaning that it’s more of a personality trait than a skill you’ve learned at school, on the job, or through technical training.

That being said, your proficiency with various hard skills will have a direct bearing on your ability to solve problems. For example, it doesn’t matter if you’re a great problem-solver; if you have no experience with astrophysics, you probably won’t be hired as a space station technician .

Problem-solving is considered a skill on its own, but it’s supported by many other skills that can help you be a better problem solver. These skills fall into a few different categories of problem-solving skills.

Problem recognition and analysis. The first step is to recognize that there is a problem and discover what it is or what the root cause of it is.

You can’t begin to solve a problem unless you’re aware of it. Sometimes you’ll see the problem yourself and other times you’ll be told about the problem. Both methods of discovery are very important, but they can require some different skills. The following can be an important part of the process:

Active listening

Data analysis

Historical analysis

Communication

Create possible solutions. You know what the problem is, and you might even know the why of it, but then what? Your next step is the come up with some solutions.

Most of the time, the first solution you come up with won’t be the right one. Don’t fall victim to knee-jerk reactions; try some of the following methods to give you solution options.

Brainstorming

Forecasting

Decision-making

Topic knowledge/understanding

Process flow

Evaluation of solution options. Now that you have a lot of solution options, it’s time to weed through them and start casting some aside. There might be some ridiculous ones, bad ones, and ones you know could never be implemented. Throw them away and focus on the potentially winning ideas.

This step is probably the one where a true, natural problem solver will shine. They intuitively can put together mental scenarios and try out solutions to see their plusses and minuses. If you’re still working on your skill set — try listing the pros and cons on a sheet of paper.

Prioritizing

Evaluating and weighing

Solution implementation. This is your “take action” step. Once you’ve decided which way to go, it’s time to head down that path and see if you were right. This step takes a lot of people and management skills to make it work for you.

Dependability

Teambuilding

Troubleshooting

Follow-Through

Believability

Trustworthiness

Project management

Evaluation of the solution. Was it a good solution? Did your plan work or did it fail miserably? Sometimes the evaluation step takes a lot of work and review to accurately determine effectiveness. The following skills might be essential for a thorough evaluation.

Customer service

Feedback responses

Flexibility

You now have a ton of skills in front of you. Some of them you have naturally and some — not so much. If you want to solve a problem, and you want to be known for doing that well and consistently, then it’s time to sharpen those skills.

Develop industry knowledge. Whether it’s broad-based industry knowledge, on-the-job training , or very specific knowledge about a small sector — knowing all that you can and feeling very confident in your knowledge goes a long way to learning how to solve problems.

Be a part of a solution. Step up and become involved in the problem-solving process. Don’t lead — but follow. Watch an expert solve the problem and, if you pay attention, you’ll learn how to solve a problem, too. Pay attention to the steps and the skills that a person uses.

Practice solving problems. Do some role-playing with a mentor , a professor , co-workers, other students — just start throwing problems out there and coming up with solutions and then detail how those solutions may play out.

Go a step further, find some real-world problems and create your solutions, then find out what they did to solve the problem in actuality.

Identify your weaknesses. If you could easily point out a few of your weaknesses in the list of skills above, then those are the areas you need to focus on improving. How you do it is incredibly varied, so find a method that works for you.

Solve some problems — for real. If the opportunity arises, step in and use your problem-solving skills. You’ll never really know how good (or bad) you are at it until you fail.

That’s right, failing will teach you so much more than succeeding will. You’ll learn how to go back and readdress the problem, find out where you went wrong, learn more from listening even better. Failure will be your best teacher ; it might not make you feel good, but it’ll make you a better problem-solver in the long run.

Once you’ve impressed a hiring manager with top-notch problem-solving skills on your resume and cover letter , you’ll need to continue selling yourself as a problem-solver in the job interview.

There are three main ways that employers can assess your problem-solving skills during an interview:

By asking questions that relate to your past experiences solving problems

Posing hypothetical problems for you to solve

By administering problem-solving tests and exercises

The third method varies wildly depending on what job you’re applying for, so we won’t attempt to cover all the possible problem-solving tests and exercises that may be a part of your application process.

Luckily, interview questions focused on problem-solving are pretty well-known, and most can be answered using the STAR method . STAR stands for situation, task, action, result, and it’s a great way to organize your answers to behavioral interview questions .

Let’s take a look at how to answer some common interview questions built to assess your problem-solving capabilities:

At my current job as an operations analyst at XYZ Inc., my boss set a quarterly goal to cut contractor spending by 25% while maintaining the same level of production and moving more processes in-house. It turned out that achieving this goal required hiring an additional 6 full-time employees, which got stalled due to the pandemic. I suggested that we widen our net and hire remote employees after our initial applicant pool had no solid candidates. I ran the analysis on overhead costs and found that if even 4 of the 6 employees were remote, we’d save 16% annually compared to the contractors’ rates. In the end, all 6 employees we hired were fully remote, and we cut costs by 26% while production rose by a modest amount.

I try to step back and gather research as my first step. For instance, I had a client who needed a graphic designer to work with Crello, which I had never seen before, let alone used. After getting the project details straight, I began meticulously studying the program the YouTube tutorials, and the quick course Crello provides. I also reached out to coworkers who had worked on projects for this same client in the past. Once I felt comfortable with the software, I started work immediately. It was a slower process because I had to be more methodical in my approach, but by putting in some extra hours, I turned in the project ahead of schedule. The client was thrilled with my work and was shocked to hear me joke afterward that it was my first time using Crello.

As a digital marketer , website traffic and conversion rates are my ultimate metrics. However, I also track less visible metrics that can illuminate the story behind the results. For instance, using Google Analytics, I found that 78% of our referral traffic was coming from one affiliate, but that these referrals were only accounting for 5% of our conversions. Another affiliate, who only accounted for about 10% of our referral traffic, was responsible for upwards of 30% of our conversions. I investigated further and found that the second, more effective affiliate was essentially qualifying our leads for us before sending them our way, which made it easier for us to close. I figured out exactly how they were sending us better customers, and reached out to the first, more prolific but less effective affiliate with my understanding of the results. They were able to change their pages that were referring us traffic, and our conversions from that source tripled in just a month. It showed me the importance of digging below the “big picture” metrics to see the mechanics of how revenue was really being generated through digital marketing.

You can bring up your problem-solving skills in your resume summary statement , in your work experience , and under your education section , if you’re a recent graduate. The key is to include items on your resume that speak direclty to your ability to solve problems and generate results.

If you can, quantify your problem-solving accomplishments on your your resume . Hiring managers and recruiters are always more impressed with results that include numbers because they provide much-needed context.

This sample resume for a Customer Service Representative will give you an idea of how you can work problem solving into your resume.

Michelle Beattle 111 Millennial Parkway Chicago, IL 60007 (555) 987-6543 [email protected] Professional Summary Qualified Customer Services Representative with 3 years in a high-pressure customer service environment. Professional, personable, and a true problem solver. Work History ABC Store — Customer Service Representative 01/2015 — 12/2017 Managed in-person and phone relations with customers coming in to pick up purchases, return purchased products, helped find and order items not on store shelves, and explained details and care of merchandise. Became a key player in the customer service department and was promoted to team lead. XYZ Store — Customer Service Representative/Night Manager 01/2018 — 03/2020, released due to Covid-19 layoffs Worked as the night manager of the customer service department and filled in daytime hours when needed. Streamlined a process of moving customers to the right department through an app to ease the burden on the phone lines and reduce customer wait time by 50%. Was working on additional wait time problems when the Covid-19 pandemic caused our stores to close permanently. Education Chicago Tech 2014-2016 Earned an Associate’s Degree in Principles of Customer Care Skills Strong customer service skills Excellent customer complaint resolution Stock record management Order fulfillment New product information Cash register skills and proficiency Leader in problem solving initiatives

You can see how the resume gives you a chance to point out your problem-solving skills and to show where you used them a few times. Your cover letter is your chance to introduce yourself and list a few things that make you stand out from the crowd.

Michelle Beattle 111 Millennial Parkway Chicago, IL 60007 (555) 987-6543 [email protected] Dear Mary McDonald, I am writing in response to your ad on Zippia for a Customer Service Representative . Thank you for taking the time to consider me for this position. Many people believe that a job in customer service is simply listening to people complain all day. I see the job as much more than that. It’s an opportunity to help people solve problems, make their experience with your company more enjoyable, and turn them into life-long advocates of your brand. Through my years of experience and my educational background at Chicago Tech, where I earned an Associate’s Degree in the Principles of Customer Care, I have learned that the customers are the lifeline of the business and without good customer service representatives, a business will falter. I see it as my mission to make each and every customer I come in contact with a fan. I have more than five years of experience in the Customer Services industry and had advanced my role at my last job to Night Manager. I am eager to again prove myself as a hard worker, a dedicated people person, and a problem solver that can be relied upon. I have built a professional reputation as an employee that respects all other employees and customers, as a manager who gets the job done and finds solutions when necessary, and a worker who dives in to learn all she can about the business. Most of my customers have been very satisfied with my resolution ideas and have returned to do business with us again. I believe my expertise would make me a great match for LMNO Store. I have enclosed my resume for your review, and I would appreciate having the opportunity to meet with you to further discuss my qualifications. Thank you again for your time and consideration. Sincerely, Michelle Beattle

You’ve no doubt noticed that many of the skills listed in the problem-solving process are repeated. This is because having these abilities or talents is so important to the entire course of getting a problem solved.

In fact, they’re worthy of a little more attention. Many of them are similar, so we’ll pull them together and discuss how they’re important and how they work together.

Communication, active listening, and customer service skills. No matter where you are in the process of problem-solving, you need to be able to show that you’re listening and engaged and really hearing what the problem is or what a solution may be.

Obviously, the other part of this is being able to communicate effectively so people understand what you’re saying without confusion. Rolled into this are customer service skills , which really are all about listening and responding appropriately — it’s the ultimate in interpersonal communications.

Analysis (data and historical), research, and topic knowledge/understanding. This is how you intellectually grasp the issue and approach it. This can come from studying the topic and the process or it can come from knowledge you’ve gained after years in the business. But the best solutions come from people who thoroughly understand the problem.

Creativity, brainstorming, troubleshooting, and flexibility. All of you creative thinkers will like this area because it’s when your brain is at its best.

Coming up with ideas, collaborating with others, leaping over hurdles, and then being able to change courses immediately, if need be, are all essential. If you’re not creative by nature, then having a team of diverse thinkers can help you in this area.

Dependability, believability, trustworthiness, and follow-through. Think about it, these are all traits a person needs to have to make change happen and to make you comfortable taking that next step with them. Someone who is shifty and shady and never follows through, well, you’re simply not going to do what they ask, are you?

Leadership, teambuilding, decision-making, and project management. These are the skills that someone who is in charge is brimming with. These are the leaders you enjoy working for because you know they’re doing what they can to keep everything in working order. These skills can be learned but they’re often innate.

Prioritizing, prediction, forecasting, evaluating and weighing, and process flow. If you love flow charts, data analysis, prediction modeling, and all of that part of the equation, then you might have some great problem-solving abilities.

These are all great skills because they can help you weed out bad ideas, see flaws, and save massive amounts of time in trial and error.

What is a good example of problem-solving skills?

Good examples of porblem-solving skills include research, analysis, creativity, communciation, and decision-making. Each of these skills build off one another to contribute to the problem solving process. Research and analysis allow you to identify a problem.

Creativity and analysis help you consider different solutions. Meanwhile, communication and decision-making are key to working with others to solve a problem on a large scale.

What are 3 key attributes of a good problem solver?

3 key attributes of a good problem solver are persistence, intellegince, and empathy. Persistence is crucial to remain motivated to work through challenges. Inellegince is needed to make smart, informed choices. Empathy is crucial to maintain positive relationships with others as well as yourself.

What can I say instead of problem-solving skills?

Instead of saying problem-solving skills, you can say the following:

Critical thinker

Solutions-oriented

Engineering

Using different words is helpful, especially when writing your resume and cover letter.

What is problem-solving in the workplace?

Problem-solving in the workplace is the ability to work through any sort of challenge, conflict, or unexpected situation and still achieve business goals. Though it varies by profession, roblem-solving in the workplace is very important for almost any job, because probelms are inevitable. You need to have the appropriate level of problem-solving skills if you want to succeed in your career, whatever it may be.

Department of Labor – Problem Solving and Critical Thinking

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Kristin Kizer is an award-winning writer, television and documentary producer, and content specialist who has worked on a wide variety of written, broadcast, and electronic publications. A former writer/producer for The Discovery Channel, she is now a freelance writer and delighted to be sharing her talents and time with the wonderful Zippia audience.

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Guiding Students to Ask Questions and Define Problems in Science

Teachers can use these strategies to help students in grades 6 to 12 develop skills that are crucial to scientific study and exploration.

Without clear questions and well-defined problems, scientific investigations lack direction and focus, leading to inconclusive or irrelevant results. That’s why the first science and engineering practice is asking questions and defining problems . This is the foundation upon which scientific inquiry and problem-solving are built.

More important, asking questions and defining problems are essential skills in life that enable individuals to think critically, solve problems, and make informed decisions.

As STEAM professional development specialists, we’re fortunate to work with hundreds of teachers and students in the collective subjects of STEAM. We’ve identified several reasons why students have a hard time asking questions and defining problems.

We’ve witnessed a lack of confidence, limited prior exposure, fixed mindsets, overemphasis on answers, fear of judgment, and students not seeing the relevance to their lives. 

supporting students in Developing These Skills

Teachers of grades six through 12 play a crucial role in helping students develop their ability to ask questions and define problems in science. To begin, we employ the 5E Model of Instruction (engage, explore, explain, elaborate, evaluate) with our teachers.

In this student-centered model, instruction begins with students asking questions and exploring phenomena rather than teachers delivering content or information. Even if teachers don’t employ the 5E Model, we work with them on practical applications to have students ask and explore before the teachers explain . 

We’ve identified four overarching ideas that teachers can start working on tomorrow with their students.

• Encourage curiosity: Create an environment that encourages curiosity by simply presenting phenomena connected to the curriculum and standards and then allowing students to ask questions related to the phenomena. The Wonder of Science has science phenomena aligned to all grades and disciplinary core ideas .
• Offer opportunities for inquiry: Provide opportunities for students to engage in inquiry-based learning , which encourages them to ask their own questions, investigate topics of interest, and define their own problems. This can help students take ownership of their learning and develop skills in problem-solving, research, and analysis.
• Provide scaffolding: Offer guidance and support as students engage in questioning and problem-definition activities. Model effective questioning techniques, provide resources for research, and offer feedback on student-generated questions and problem statements. This helps create a safe and inclusive classroom environment where students feel comfortable and are capable of expressing their ideas and opinions.
• Use real-world examples: Help students connect their questions and problem statements to real-world contexts that are relevant and meaningful to their lives. Teachers can use case studies and encourage students to identify issues in their local community, current events, or global challenges so that they see the relevance and applicability of their learning. This can help students develop a broader perspective and understand how their learning is relevant and applicable in the real world, preparing them for future challenges and opportunities.

In addition to the four overarching ideas, we’ve put together four practical techniques and routines to support our colleagues and students. The links below can show how to specifically employ the techniques and routines in the classroom. Although our perspective is STEAM, the routines and techniques can be used in a variety of settings.

• Question Formulation Technique : QFT is a structured approach to asking questions. It improves communication skills, critical thinking, and problem-solving skills as well as metacognition. It also increases student autonomy and ownership of learning.
• Need to Know Questions : These questions are used to guide students’ inquiry and drive their learning. “Need to know” questions help students engage in critical thinking and inquiry, while also providing a framework for their learning and guiding their research and investigation. Students can take ownership of their learning and develop a deeper understanding of the topic or issue at hand.
• See, Think, Wonder : This routine is designed to encourage students to engage with visual stimuli. By using “see, think, wonder,” students develop their observation and interpretation skills, ask refined questions, and learn how to approach visual stimuli with a critical and curious mindset. Ultimately,  it promotes inquiry, creativity, and critical thinking.
• Design Thinking Bootleg : This is a set of tools to support the design thinking process. The approach promotes asking questions and defining problems through its iterative and human-centered process, which involves several stages that encourage inquiry and problem definition. By using design thinking, students develop critical thinking skills, empathize and connect to the perspectives of others, enhance their communication skills, and reflect and employ metacognition. 

The ability to ask questions and define problems is a critical skill in the field of science. Whether working in a laboratory, conducting field research, or simply trying to understand the world around us, asking questions and defining problems are the first steps toward knowledge and discovery, and they’re essential skills in many other aspects of life as well.

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Unlocking Learning Through Play: The Impact of Removing Play from the Classroom on Student Well-being

Brittney mccarey yesterday, angela castillejo yesterday, keitana johnson 21 hours ago, rakel lunbery 14 hours ago.

Carrie Cutler 2 hours ago

1.  unlocking learning through play: the impact of removing play from the classroom on student well-being.

Play is essential in the classroom as it promotes creativity, problem-solving skills, and social development. When play is removed, students may experience increased stress, decreased motivation, and limited opportunities for holistic learning.  For example, in early childhood education, play-based learning activities like building with blocks or dramatic play help children develop important cognitive and social skills. Removing these play opportunities can lead to decreased engagement, limited creativity, and heightened anxiety among students.

- For infants and toddlers, sensory play with soft toys or textured materials.

- For preschool and elementary students, structured play centers like building blocks or role-playing areas. - For middle and high school students, incorporating game-based learning, simulations, or project-based activities that involve creativity and problem-solving.

1. How do you think play contributes to students' overall well-being and academic success? 2. Can you share a personal experience where play positively impacted your learning or that of someone you know? 3. In what ways can educators incorporate play into the classroom to enhance learning outcomes and student well-being?

2.  RE: Unlocking Learning Through Play: The Impact of Removing Play from the Classroom on Student Well-being

1.play contributes to the child's overall wellbeing and academic success because it's a way where children get to practice and learn skills like problem solving, social, fine and gross motor skills all on their own or teacher guided activities through play. 

2. A child at my center was playing with a rope. Another child approached him wanting to also play with the rope. The children started to fight over the rope crying saying they also wanted to play. Me as the teacher i stood back instead of just jumping into the conversation to see if the children could figure out what to do. The child with the rope then told the child he was going to jump 2 more times then he could have a turn. I think this really positively impacted their learning because they learned to problem solve and figure out what to do on their own to both have a turn playing with the rope. 

3.A teacher can incorporate play into the classroom to enhance learning outcomes like having blocks for the children in the center to enhance their eye to hand coordination. The teacher can encourage this game by saying "Let's see who can build the tallest tower" The teacher and children can then all practive using their motor skills to stack blocks in top of each other to better their eye to hand coordination all trough play. 

3.  RE: Unlocking Learning Through Play: The Impact of Removing Play from the Classroom on Student Well-being

I agree with this post and how much of an impact play has on children while trying to learn and explore the world around them. If we provide them new opportunities, we are setting them up to experience the real world, and some of the situations and things they will see in the future.

• Play contributes to a child's well-being by allowing them to simply experience things that they never have before and learn how real-world items and situations work.
• Throughout my years in this early childhood field, play has positively impacted many children because they were able to be introduced to new things and learn how certain things work.
• Educators can incorporate play into the classroom by enhancing the learning centers. When we create inviting and exciting learning environments we are encouraging children to come and learn. If we don't provide these new experiences and fun learning opportunities, we are not giving our children a chance to learn or explore new things.

4.  RE: Unlocking Learning Through Play: The Impact of Removing Play from the Classroom on Student Well-being

• How do you think play contributes to students' overall well-being and academic success?

I have witnessed how play contributes to the students' overall success for the past 20 years.  When the classroom is set up in a welcoming manner that includes items that arise children's intertest, learning happens. In this kind of set up learning happens with minimum stress to the children and when there is no stress children develop a love for learning. 

• Can you share a personal experience where play positively impacted your learning or that of someone you know?

The best thing a teacher can witness is seeing a child's inquisitive mind experience as learning happens when she sees herself throw a ball for the first time and with delight continues to repeat the same action over and over. 

3. In what ways can educators incorporate play into the classroom to enhance learning outcomes and student well-being?

First, Educators can incorporate play into the classroom by preparing lesson plans that focus on children learning through play.  Second, setting up the classroom in a way that the children are safe and within view at all times.  Third, setting up centers creatively to teach indirectly and observe as they learn through their experiences.

5.  RE: Unlocking Learning Through Play: The Impact of Removing Play from the Classroom on Student Well-being

Hi, Brittney,

You've come to the right place for passionate support for play.

Here are a few of my thoughts on your first question.

• How do you think play contributes to students' overall well-being and academic success?  Play fosters all areas of a child's development, honoring the "whole child." In contrast to segmented, linear acquisition of skills, it maximizes learning by integrating it across the domains of development. Let's take the dramatic play center. Kids collaborate on what to play and how to play it. They communicate their ideas and listen to one another, and problem solve as they decide which restaurant to play, the menu, who gets to be the waiter and who's the customer. Finally, self-regulation and confidence might be most important. If kids don't have opportunities to take risks, to try and fail and try again, they won't develop resilience that will propel them through difficult times throughout their lives. When we open our eyes to what's really happening, it's never "just play." Play is the basic activity of early childhood and provides a special synergy for development. The match between the characteristics of play and the characteristics of a young child drive development as no teacher-directed activity can do. Play is simultaneously a facet of development and the source of energy for development. Children who have less access to play may lag behind peers in physical development, language development, cognitive development, and social-emotional development. The connection between physical activity and healthy lifestyles is more important than ever with the rise of childhood obesity and its long-term negative health effects. Today there are about 3 times as many overweight children between ages 2 and 5 as there were in the 1960s. Regular physical activity improves bone and muscle health, controls blood pressure, improves coordination. Children who have less access to play may be at risk for delays in developing self-regulation, promoting language, cognition, and social competence. 

I could go on and on about play! I'm glad you're taking an interest in its powerful effects, too!

Good luck with your class.

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Coping skills and perceived stress as pathways to well-being in adolescents experiencing cyber-victimization

• Open access
• Published: 01 April 2024

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• Adem Peker   ORCID: orcid.org/0000-0002-3594-9166 1 ,
• Serkan Cengiz   ORCID: orcid.org/0000-0001-9070-6338 2 &
• Yüksel Eroğlu   ORCID: orcid.org/0000-0002-0028-0327 3  

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Adolescents experiencing high levels of cyber-victimization may suffer from reduced well-being. Therefore, it is necessary to reveal factors that can increase the well-being of adolescents who experience cyber-victimization. This study examined the mediating effects of perceived stress and coping skills in the relationship between cyber-victimization and well-being. Participants consisted of 543 high school students (45.7% boys, 54.3% girls; M age  = 15.59). Results indicate that cyber-victimization was related to lower well-being through perceived stress, problem solving, and cognitive avoidance. In addition, behavioral avoidance and help-seeking did not play a mediating role in the impact of cyber-victimization on well-being. Lastly, indirect effects tests supported a pathway from cyber-victimization to well-being through perceived stress, problem-solving, and cognitive avoidance. These results improve our understanding of the underlying mechanism between cyber-victimization and well-being by considering the roles of perceived stress and coping skills.

Avoid common mistakes on your manuscript.

Introduction

Adolescence is considered an important stage of human development (Steinberg, 2005 ). Protecting and increasing the well-being of young people during this period can also help reduce mental health problems. Focusing on the well-being of adolescents, the EPOCH model (Kline, 2015 ) characterized well-being as a multidimensional structure that includes positive indicators of psychological adaptation, such as positive emotions, participation, relationships, meaning, and achievement. High levels of well-being are closely related to realizing potential, coping with life stress, and making life meaningful (Buerger et al., 2023 ; Maurer et al., 2021 ). A previous study found that well-being promotion interventions during adolescence supported better performance, resilience, and reduced crime (Laski, 2015 ). Rodriguez-Fernandez et al. ( 2018 ) reported that the positive effects of high levels of well-being had a direct impact on school engagement and learning achievement. On the other hand, low well-being is associated with negative outcomes such as higher rates of unhealthy and high-risk behaviors, lower quality of life, rumination, and maladaptive avoidance (Heizomi et al., 2015 ; Van der Aa et al., 2009 ; Verzeletti et al., 2016 ). Indeed, Ritchie et al. ( 2011 ) identified high levels of stress in individuals with low well-being. Another study showed that a decrease in well-being increased screen time, which led to smartphone addiction (Twenge et al., 2018 ). These results suggest that more studies are needed on promoters and risk factors to increase well-being among adolescents.

However, adolescents are likely to become cyber-victims because they lack sufficient self-control and spend a significant amount of time online (Tian et al., 2018 ). In cyber-victimization, attackers can reach a wide audience in a short time thanks to the easy accessibility of the internet (Kowalski et al., 2014 ). For this reason, victims may have difficulty escaping from the victimization they experience. Besides, factors such as repetition of actions in the cyber environment, the anonymity of the cyber attacker, and large audience harm the well-being of cyber-victims (Audrin & Blaya, 2020 ). Previous research has shown that cyber-victimization has negative effects on adolescents' well-being (Kaakinen et al., 2018 ; Longobardi et al., 2020 ) and that cyber-victimization is associated with various psychological problems such as depression, anxiety, and low life satisfaction, which can harm well-being in adolescents (Chamizo-Nieto & Rey, 2023 ; Estévez et al., 2020 ). For example, Li et al. ( 2018 ) found that the level of depression was higher in adolescents who experienced cyber-victimization. In another study on the relationships between cyber-victimization and emotional problems, cyber-victims reported lower self-esteem and higher anxiety levels compared to their peers (Giumetti & Kowalski, 2015 ).

The negative effects of cyber-victimization on academic achievement, school participation, and academic satisfaction have also been highlighted. (Lee et al., 2023 ; Yang et al., 2020 ). Bottino et al. ( 2015 ) reported in their systematic study that cyber-victims experienced more physical, emotional, and social problems at school. Although previous results have confirmed the negative effects of cyber-victimization on well-being, there are limited studies on determining the mediating mechanisms in the relationship between cyber-victimization and well-being by taking into account the Transactional Model of Stress and Coping (TMSC) model. Therefore, this study examined perceived stress and coping skills as potential mediators in the relationship between cyber-victimization and well-being.

The role of perceived stress and coping skills

This study recognizes the TMSC as a valuable theoretical framework for explaining the effects of cyber-victimization in adolescents. TSMC is an important model that explains individuals' coping mechanisms in the face of stressful events (Lazarus & Folkman, 1984 ). This model proposes that two cognitive appraisal processes mediate the effects of stressors on outcomes. The initial cognitive assessment reveals the importance of whether the event threatens or harms the individual's well-being (Schunk et al., 2022 ). As a negative stimulus during the primary evaluation phase, cyber-victimization can be evaluated as a threatening event in adolescents (Monks et al., 2012 ). Cyber-victims are often unaware of who is cyber-bullying them, and the feeling of exclusion in cyber environments can increase stress. The threat of personal photos, video clips, and secrets being shared online can make victims feel stressed (Staude-Müller et al., 2012 ). Due to the anonymity feature of cyber-victimization, victims' inability to predict the bully may increase their stress and negatively affect their mental health. (Albdour et al., 2017 ). Specifically, individuals exposed to cyber-bullying have been found to report higher stress symptoms (Luo et al., 2023 ; Quintana-Orts et al., 2021 ). Recent studies have shown that the experience of cyber-victimization shapes negative beliefs and leads to negative stress responses (Garaigordobil & Machimbarrena, 2019 ; Liu et al., 2020 ). Kowalski et al. ( 2014 ) determined in their meta-analysis that stress was the most associated variable with cyber-victimization. Larzabal-Fernández et al. ( 2019 ) found in their cross-sectional study that cyber-victimization in adolescents was associated with negative emotions such as stress. Cyber-victims may respond specifically through different ways of coping to alleviate the stress they perceive. Therefore, the stress created by the perceived stress due to cyber-victimization and the emotions caused by this stress can be considered an important factor affecting coping skills.

TSMC's second evaluation process begins with individuals evaluating resources and possible options to cope with stressors (Folkman, 2008 ). However, little is known about cyber-victims' coping skills in the face of stress (Raskauskas & Huynh, 2015 ). For this reason, it is important to understand coping mechanisms that can be effective in preventing the negative effects of stress on well-being in the cyber-victimization. Lazarus and Folkman ( 1984 ) define coping as the internal mechanisms a person uses in stressful situations. Problem-solving coping can be characterized as coping with stress by dealing with the problem that caused the stressful situation (Varela et al., 2022 ). Breaking the problem into smaller parts, confrontation, prevention, and collaboration are other common problem-solving coping skills (Weber et al., 2023 ). People with these skills can be expected to have a high level of well-being after stress. Research has shown that the use of problem-solving coping skills reduces stress and increases well-being in cyber-victims (Hampel et al., 2009 ; Vollink et al., 2013 ) .

Again, cyber-victims may try to protect themselves by exhibiting cognitive avoidance of attacks in the cyber environment. Cyber-victims may focus on other events to avoid distressing thoughts and memories (Machackova et al., 2013 ). However, cognitive avoidance experiences may increase the likelihood of future cyber-victimization. Underestimating the experience of cyber-victimization may lead victims in similar experiences to develop maladaptive cognitions and pose a risk to their well-being. Behavioral avoidance, another avoidance skill, involves cyber-victims, behaviors that imply surrendering to fate and not being able to defend themselves effectively (Li et al., 2023 ). An individual exhibiting behavioral avoidance may not show resistance when exposed to bullying. Therefore, victimized individuals can be expected to exhibit various bullying behaviors. Randa and Wilcox ( 2010 ) determined high levels of fear and anxiety in adolescents who exhibited avoidant behaviors toward leaving the cyber environment. In this regard, the avoidance behaviors of adolescents who are victims of cyber-bullying may be closely related to symptoms that may negatively affect their well-being.

Finally, help-seeking has been cited as another common coping skill among cyber-victims (Pereira et al., 2016 ; Priebe et al., 2013 ). Help-seeking refers to the behavior of actively seeking support from other people (Rickwood et al., 2005 ). In terms of TMSC, victims who perceive the bullying experience as a more serious stressor are more likely to tell someone about the incident and help-seeking. When adolescents help-seeking, they tend to prefer informal (e.g., friends) support over formal (e.g., teachers, police) support (Mascheroni & Cuman, 2014 ). However, although it is known that the demand for help-seeking is generally high in cyber-victimization, adolescents may show low interest in the help-seeking resources offered to them (Spears et al., 2015 ). A previous study found that victims avoid reporting cyber-bullying incidents because they feel they should be able to deal with the problem on their own (Murray-Harvey et al., 2012 ). Contrary to this result, in another study, adolescents reported that seeking help was a successful skill in coping with the stress of bullying victimization (Bjereld, 2018 ).

Present study

Cyber-victimization is negatively associated with adolescent well-being (Carvalho et al., 2021 ). However, the factors that will reveal the relationships between cyber-victimization and well-being remain unclear. Moreover, to our knowledge, there are only a few studies that have used the TMSC to examine perceived stress and coping skills, which are possible mediators of the effects of cyber-victimization on well-being. According to TMSC theory, cyber-victims may consider their experiences as a serious source of stress. After this evaluation, the cyber-victim tries to find ways to cope to reduce the stress level. The study predicted that coping skills such as help-seeking, cognitive avoidance, behavioral avoidance, problem-solving, and perceived stress, may mediate the relationship between cyber-victimization and well-being.

However, Turkey's social and cultural characteristics were taken into consideration during the design process of this research. Turkey still has strong familial and cultural traditions that aim for high levels of discipline both at home and at school. There is a gradual increase in the internet use of adolescents in Turkey, a developing country, due to technological developments. According to the Household Information Technologies Survey conducted by TÜİK, it is seen that adolescents are among the groups that use the internet the most in 2021 (TÜİK, 2021 ). This shows that Turkish adolescents have access to technological tools that will enable them to engage in cyber-bullying. Adolescents' intense interest in technology and insufficient psychological maturity levels make them a potential risk group for the negative consequences of the internet. In this context, this study aimed to examine the mediating effect of perceived stress, help-seeking, cognitive avoidance, behavioral avoidance, and problem-solving skills on the relationship between cyber-victimization and well-being, by utilizing TMSC theory. The research hypotheses were created as follows:

H1: Perceived stress mediates the relationship between cyber-victimization and well-being.

H2: Help-seeking coping skills mediate the relationship between cyber-victimization and well-being.

H3: Problem-solving coping skills mediate the relationship between cyber-victimization and well-being.

H4: Cognitive avoidance coping skills mediate the relationship between victimization and well-being.

H5: Behavioral avoidance coping skills mediate the relationship between cyber-victimization and well-being.

H6: Problem-solving, cognitive avoidance, behavioral avoidance, and help-seeking coping skills mediate the relationship between cyber-victimization and stress and well-being.

Materials and methods

Participants.

Some inclusion criteria were established for this study; (i) obtaining a parental consent form to participate in the study, (ii) being a high school student, (iii) using at least one of the internet-based online applications (Instagram, X, Tiktok, WhatsApp, Snapchat, Tinder, Facebook, etc.), (iv) Studying in one of the schools where cyber-bullying occurs the most. In this regard, the researchers first applied the purposeful sampling method to determine which schools would participate in the study. Purposeful sampling is used in cases where the study population is not fully determined, and units are selected purposefully and as desired (Strauss & Corbin, 2014 ). Therefore, we sent a letter to the psychological counseling and guidance services of 51 public high schools to identify students who are exposed to cyber-bullying in schools. This letter includes questions about the purpose of the study, cyber-bullying behaviors seen at school, the application status of students exposed to cyber-bullying, and the impact of cyber-bullying. This letter received positive feedback from 11 schools. Afterward, the researchers selected 6 schools among these schools using the Random method to apply the scales. G*Power 3.1 program was used to determine sample size and power. The minimum sample number of 555 was reached for models with effect size (F 2 ) = 0.028, alpha level of 0.05, and power level of 0.95. This number is considered sufficient for the sample size in the current study (Faul et al., 2007 ). Data from 12 students who did not meet the normality criteria were not included in the study. As a result, the analyses were conducted with the data set of 543 students. Of the participants, 45.7% were boys ( n  = 248) and 54.3% were girls ( n  = 295). Additionally, their ages ranged from 14 to 18 ( M  = 15.58, SD  = 1.25).

The EPOCH measure of adolescent well-being

EPOCH (Kern et al., 2016 ) consists of 20 items and 5 factors of engagement, perseverance, optimism, connectedness, and happiness (e.g., “I'm optimistic about my future”, “I’m a cheerful person”). The adolescents were asked to rate the degree, to which they agreed with each item on a seven-point scale, ranging from 1 ( never ) to 5 ( always ). The scale is also used by taking the total score. Scores were averaged across all items, with higher values indicating higher levels of well-being. Confirmatory factor analysis was performed for the validity analysis of the scale. Fit indices showed that the model was validated (x 2  = 2.38, RMSEA = 0.074, SRMR = 0.05, NFI = 0.96, CFI = 0.98). We used the Turkish version with appropriate fit indices of estimated reliability (Demirci & Eksi, 2015 ). The Cronbach’s α coefficient in the present study was 0.95.

Perceived stress scale

This scale was developed by Cohen et al. ( 1983 ). The scale has a total of 14 items and a unidimensional structure. An example of the questionnaire items is, “In the past month, how often did you feel irritable and stressed?”. The items were rated using a 5-point Likert-type scale (0 =  never , 4 =  very often ), where a higher score indicated more perceived stress. Scores were averaged across all items, with higher values indicating higher levels of well-being. The Turkish version, which possessed good psychometric properties, was used in this study (Eskin et al., 2013 ). Exploratory factor analysis was performed for the validity analysis of the scale. Factor total values were between 0.44 and 0.76. In this study, overall Cronbach’s α of the scale was 0.84.

Coping scale for children and youth (CSCY)

CSCY (Brodzinsky et al., 1992 ) consists of 29 items and 4 factors all for help-seeking, problem-solving, cognitive avoidance, and behavioral avoidance. An example item is “When I encounter a problem, I try not to think about the problem”. For each of the 29 items, students indicated the degree to which they agreed with the statement on a 4-point scale, ranging from 1 ( never ) to 4 ( always ). In this study, adolescents' coping styles were determined using the scale adapted by Yıldız ( 2017 ). Confirmatory factor analysis was performed for the validity analysis of the scale. Fit indices showed that the model was validated (x 2  = 2.06, RMSEA = 0.05, SRMR = 0.06, GFI = 0.90, CFI = 0.93). The Cronbach Alpha internal consistency coefficient of the subscales of the scale varies between 0.68 and 0.82. As the scores obtained from the sub-dimensions increase, the coping skills related to that sub-dimension increase.

Cyber-victim and bullying scale

This scale was developed to evaluate the experiences of cyber-bullying and cyber-victimization in Turkish adolescents (Cetin et al., 2011 ). The scale consists of 22 items to measure cyber-bullying and cyber-victimization. An example of an item is “Mocking on the Internet”.The cyber-victimization scale was used considering the general purpose and hypotheses of the research. Cyber-victimization dimension consists of 3 different subscales: Cyberlinguistic bullying/victimization, Hiding one's identity, and Cyber forgery. Participants evaluate their cyber-victimization as "It's Happened to Me" and respond using a 5-point Likert (1 =  never , 5 =  always ) type rating. Confirmatory factor analysis was performed for the validity analysis of the scale. Fit indices showed that the model was validated (x 2  = 2.4, RMSEA = 0.058, GFI = 0.90, CFI = 0.96). The Cronbach Alpha internal consistency coefficient of the sub-dimensions of the scale varies between 0.68 and 0.86. In the present study, Cronbach’s α of this scale was 0.89. Higher scores suggest a high level of exposure to cyber-bullying.

The current study was approved by the Atatürk University Ethics Committee (E-56785782–050.02.04–2200405800, 13/27). The research complied with the ethical values required for research with humans and the fundamental principles of the Declaration of Helsinki. Informed consent was obtained from school administrators, teachers, adolescents' families, and adolescents before data collection. Participants then learned about the study through classroom presentations conducted by the researchers. During brief presentations, adolescents were told about the purposes of the study, the importance of answering all questions, that their confidentiality was assured, and that participation was voluntary. The order in which the surveys were given to participants with the necessary permissions was the same during the application. While administering the surveys, researchers were present in the classroom to eliminate doubts, avoid any ambiguity regarding the understanding of the items in the survey, and ensure an impartial process. Participants answered the surveys independently in their classrooms within 25 min. Finally, the researchers placed the surveys in a sealed envelope to prevent data loss following administration and to further reassure students of confidentiality.

Data analyses

The researchers examined the existence of extreme values, normality distribution, linear relationship between variables, homoscedasticity, and normality of regression errors, which are the assumptions of regression analysis. The Mahalanobis distance approach was used to calculate outliers (Leys et al., 2018 ). With this analysis method, the scores of 12 people were determined as extreme values, and the scores of these people were removed from the data set. The skewness and kurtosis values were checked for the assumption of normality. These values vary between ± 2 showing that the data meets the assumption of normality (George, 2010 ).

In addition, to meet the assumptions of the serial and parallel model (model 81), the study first calculated the interrelationships of cyber-victimization, perceived stress, coping skills, and well-being (Pearson correlation analysis). The predictive level of variables on well-being was revealed by regression analysis and the indirect effect of cyber-victimization on well-being through perceived stress and coping skills was determined.

In the last stage, the bootstrap confidence interval was used to determine the significance of indirect effects (Hayes, 2018 ). The proposed mediation model for the current study was conducted using the PROCESS macro (Model-81). In testing the mediation model, indirect effects were explained with a 95% confidence interval (Preacher & Hayes, 2008 ). Additionally, to test the significance of indirect effects, Bootstraps were set to 5,000. Biserial correlation analysis was performed to determine the relationship of age and gender with other variables. We used the SPSS-22 version for all analyses.

Preliminary analysis

Correlation analysis reveals that cyber-victimization has positive relationships with perceived stress, cognitive and behavioral avoidance, and gender. Additionally, while cyber-victimization is negatively and significantly related to problem-solving and well-being, it is not significantly related to help-seeking. Perceived stress is negatively and significantly associated with problem solving, cognitive avoidance, help-seeking, well-being, and gender. Perceived stress is positively and significantly related to behavioral avoidance. Problem-solving, cognitive avoidance, and help-seeking are positively and significantly related to well-being. Although there is a significant relationship between behavioral avoidance and gender; there is no significant relationship between well-being. Problem-solving, cognitive avoidance, and help-seeking have no significant relationship with gender. Descriptive statistics and correlation results are included in Table  1 .

Mediation analyses

In the parallel and serial mediation model, we examined the direct and indirect relationships between the measured variables of the study (Tables  2 and 3 , and Fig.  1 ). Findings showed that cyber-victimization reduced perceived stress (β = 0.21, p  < 0.05, t = 6.17), cognitive (β = 0.12, p  < 0.05, t = 5.31), and behavioral avoidance (β = 0.03, p  < 0.05, t = 3.15) shows that it predicts at a positive and significant level. Similarly, the findings reveal that cyber-victimization negatively and significantly predicts problem solving (β =  − 0.04, p  < 0.05, t =  − 2.76) and well-being (β =  − 0.14, p  < 0.05, t =  − 2.67). However, cyber-victimization significantly predicts help-seeking (β = 0.01, p  > 0.05, t =  − 0.16). The results in Table  2 show that perceived stress affects problem-solving (β =  − 0.09, p  < 0.05, t =  − 4.76), cognitive avoidance (β =  − 0.10, p  < 0.05, t =  − 3.68), and help-seeking (β =  − 0.05, p  < 0.05, t =  − 4.60) and negative well-being (β =  − 0.31, p  < 0.05, t =  − 4.76), while it does not significantly predict behavioral avoidance (β = 0.003, p  > 0.05, t = 0.27).

The mediation depicting the assocations between study variables

Problem solving (β = 0.95, p  < 0.05, t = 7.15) and cognitive avoidance (β = 0.43, p  < 0.05, t = 3.67) significantly predicted well-being, while help-seeking (β = 0.41, p  > 0.05, t = 1.60) and behavioral avoidance (β =  − 0.54, p  > 0.05, t =  − 1.54) do not significantly predict well-being. Gender (β = 0.96, p  > 0.05, t = 0.91) and age (β =  − 0.38, p  > 0.05, t =  − 0.77) do not significantly predict well-being. Moreover, all variables in the model explain 24.31% of the variance in well-being.

Indirect impact analysis results reveal that there is a significant decrease in the direct effect of cyber-victimization on well-being when perceived stress, problem solving and cognitive avoidance are added to the model (β =  − 0.02, 95% CI =  − 0.0348, − 0.0079; β =  − 0.009, 95% CI =  − 0.0189, − 0.0025). Perceived stress, help-seeking, and behavioral avoidance do not show a significant reduction in the direct effect of cyber-victimization on well-being (β =  − 0.004, 95% CI =  − 0.0116, 0.0007; β =  − 0.003, 95% CI =  − 0.0033, 0.0026). Total indirect effect values show that perceived stress, problem-solving, help-seeking, and cognitive and behavioral avoidance mediate the relationship between cyber-victimization and well-being (β =  − 0.1057, 95% CI =  − 0.1755, − 0.0445).

Although the findings provide significant indirect effects related to the serial mediation model, there may be other important serial mediation models in the study. For the alternative model, we tested the model in which coping skills preceded perceived stress (Model 80). Model-80 results show that cyber-victimization is associated with problem-solving (β =  − 0.007, 95% CI =  − 0.0142 0.0024), cognitive avoidance (β = 0.01, 95% CI =  − 0.0041, 0.0236), help-seeking (β =  − 0.002, 95% CI =  − 0.0069, 0.0013) and behavioral avoidance (β =  − 0.008, 95% CI =  − 0.0172, 0.0019), all indirect effects of the serial mediation model between perceived stress and well-being showed that the effects were not significant.

This study presented a model that integrated perceived stress and coping skills (problem-solving, help-seeking, cognitive and behavioral avoidance) in the relationship between adolescents' cyber-victimization and their well-being. While cyber-victimization is significantly and directly related to perceived stress, well-being, problem-solving, and behavioral avoidance coping skills; it is not associated with help-seeking skills. We also identified indirect pathways from cyber-victimization to well-being through perceived stress, problem-solving, help-seeking cognitive, and behavioral avoidance (Fig.  1 ). Our model explained 24% of well-being and showed that both perceived stress and problem-solving and cognitive avoidance were important in the relationship between cyber-victimization and well-being. The results revealed that perceived stress, help-seeking, and behavioral avoidance were not significant in the relationship between cyber victimization and well-being.

Evaluation of sociodemographic variables

This research has shown that cyber-victimization differs in terms of gender and that boys experience more cyber-victimization than girls. One reason for this difference may be the difference in boys' and girls' perceptions of cyber-bullying behaviors. Unlike boys, girls may perceive behavior aimed at damaging social relationships as cyber-bullying, rather than threatening and humiliating people on the internet (Lozano-Blasco et al., 2023 ). Another reason for this difference may be related to how girls are raised in Turkey. Since girls in Turkey are raised under close supervision and taught to be more conscious, they may become more careful about cyber-bullying (Erbiçer et al., 2023 ).

Research results revealed that cyber victimization varies significantly according to age. This finding is compatible with some research findings in the literature (Gedik et al., 2021 ; Katz et al., 2019 ). This result differs from some research results in the literature (Chen et al., 2018 ; Choi et al., 2019 ; Shapka et al., 2018 ). The reason why cyber-victimization varies according to age may be that individuals in all age groups have easier access to information and communication technologies.

The first stage of the model showed that perceived stress had a significant mediating relationship between cyber-victimization and well-being. The findings provide evidence suggesting that perceived stress is a factor that negatively affects adolescents' well-being and increases the negative impact of cyber-victimization on well-being. Considering the TMSC theory, the stress perceived by adolescents experiencing cyber victimization can be included in the primary evaluation process. At this developmental period, young people may have difficulty assessing the situations they experience in terms of risk (Na et al., 2015 ; Raskauskas & Huynh, 2015 ). If the individual perceives the event they are experiencing as a harmful behavior, their stress level increases. This can negatively affect your well-being (Nielsen et al., 2020 ). Recent studies have shown that cyber-victims experience significantly increased stress levels (Gonzalez-Cabrera et al., 2017 ; Williams et al., 2017 ). For example, Garaigordobil and Machimbarrena ( 2019 ) found that the stress levels of children who experienced cyber-victimization increased significantly. Wright ( 2015 ) reported that cyber-victims experience long-term stress. Moreover, recent studies show that perceived stress negatively affects well-being (Calderon et al., 2021 ; Rowold, 2011 ). In their longitudinal study, Denovan and Macaskill ( 2017 ) revealed that stress negatively affects well-being. As a result, cyber-victimization can increase the stress level of adolescents and negatively affect their well-being.

The second stage of the model revealed that the mediating relationship between problem solving and cognitive avoidance coping skills in the relationship between cyber victimization and well-being was significant. However, the results showed that there was no significant mediating effect of help-seeking and behavioral avoidance styles. TSMC theory states that adolescents who experience victimization resort to their internal resources to reduce the negative situation they experience during the secondary evaluation phase. Uses coping skills to reduce both the stress experienced and the negative effects of cyber- victimization. Using coping skills can increase well-being (Eroglu et al., 2022 ; Nielsen et al., 2020 ; Peker & Yalcın, 2023 ). This finding is consistent with research showing that adolescents who experience cyber-victimization tend to use problem-solving and cognitive coping skills (Alipan et al., 2021 ; Sagui-Henson, 2017 ).

In the final stage, we tested four serial mediation models to estimate the relationships between cyber-victimization and well-being. Two of the serial mediation models show that adolescents' use of problem-solving and cognitive avoidance skills who experience cyber-victimization mediate the relationship between cyber-victimization and perceived stress and well-being. The other two serial mediation models also reveal that help-seeking and behavioral avoidance coping skills used by adolescents who experience cyber-victimization do not mediate the relationship between cyber-victimization and perceived stress and well-being.

Problem-solving and cognitive avoidance skills, these methods used in combating cyber-bullying, can be shown as examples of the secondary evaluation process in TMSC theory (Na et al., 2015 ; Raskauskas & Huynh, 2015 ). In parallel with the TSMC theory, adolescents who experience cyber victimization may perceive the incident as a harmful behavior at first evaluation, and this may cause stress. Cyber-victims try to find ways to cope with the stress they experience during the secondary evaluation process. Cyber-victims' use of problem-solving and cognitive avoidance coping skills to cope with the stress they experience may contribute positively to their well-being. In this context, cyber-victims' use of their internal resources to cope with the stress they experience may lead to an increase in their well-being. Previous research reveals that cyber-victims use problem-solving coping skills when faced with bullying (Machackova et al., 2013 ; Stanisławski, 2019 ). For example, Bradbury et al. ( 2018 ) determined that adolescents who used problem-focused coping styles felt more effective in coping with cyber-victimization stressors. Ronis and Slaunwhite ( 2019 ) found that problem-solving-based behaviors, such as asking for help from a teacher or parent, were effective in reducing cyber-bullying behaviors. These results suggest that the better the problem-solving skills of cyber-victims, the better their psychological health will be after stress. Indeed, using problem-solving coping skills in stressful situations positively affects well-being (Nicholls et al., 2016 ). Rose et al. ( 2023 ) reported that problem-focused coping skills are associated with well-being. Armstrong et al. ( 2019 ) state that cyber-victims' use of problem-solving skills makes them feel good. Also, problem-focused coping skills are related to emotion regulation, and positive emotions (Hampel et al., 2009 ) may lead to increased well-being of cyber-victims. Within problem-focused coping skills, cognitive processes such as making plans and finding new ways to solve problems can increase possible well-being (Eroglu et al., 2022 ; Peker & Yalcın, 2023 ).

Moreover, previous research shows evidence that cyber-victims use cognitive avoidance coping skills when faced with bullying. For example, Bradbury et al. ( 2018 ) state that cyber-victims use distancing and distraction skills in cyber-bullying incidents. Chua et al. ( 2022 ) report that when cyber-victims encounter bullying, ignoring the incident, trying not to think about the problem, and doing something different can increase their well-being. Weinstein et al. ( 2016 ) stated that cyber-victims commonly use coping styles of detachment (e.g., acting as if cyber-victimization never happened, completely ignoring the problem). Another study found that cognitive avoidance may be an internal resource for individuals to cope with stressful situations (Dickson et al., 2012 ). Oftentimes, victims online can accept that aggressive acts are a part of life, through the cognitive avoidance responses mentioned above. Additionally, victims may resort to cognitive avoidance coping skills when they feel intensely confident that cyber-bullying can be stopped (Tenenbaum et al., 2011 ). Therefore, cognitive avoidance coping can be seen as strategies that need further study rather than passive coping attempts. As a result, the avoidance of adolescents who are exposed to cyber-bullying, such as trying to forget about the problem, trying to act as if there is no problem, and ignoring the emotions associated with the problem, can increase their well-being.

Contrary to our expectations, help-seeking and behavioral avoidance coping skills did not play a role in mediating the relationship between cyber-victimization and perceived stress and well-being. According to TMSC, cyber-victims can examine and evaluate the incident they experienced and implement strategies to protect their mental health (Navarro et al., 2018 ; Raskauskas & Huynh, 2015 ). Adolescents who experience cyber-victimization may not consider help-seeking and behavioral avoidance as coping skills that will increase their well-being. Adolescents who experience cyber-victimization may want others to learn about their experiences. At the same time, cyber-victims can apply different strategies instead of avoiding the stressful situation they experience.

Findings provide evidence to suggest that problem-solving and cognitive avoidance coping skills are key factors for adolescent well-being and reduce the negative impact of cyber-victimization on well-being. Therefore, individuals who are exposed to cyber-bullying can help improve their well-being if they use problem-solving and cognitive avoidance coping skills in stressful situations. The use of these coping skills may enable cyber-victims to maintain their mental health in stressful situations. Cyber-victims' use of coping skills against the stress they experience can increase their well-being. Therefore, problem-solving and cognitive avoidance can be considered useful coping skills that cyber-victims can use. Additionally, our findings expand the literature on how cyber-victimization is related to well-being from the perspective of TMSC theory.

Limitations

The important findings of this study should be evaluated together with its limitations. First, the data of this study are limited in terms of sample size and the socio-cultural context of the school environment in which the study was conducted, so evidence from other contexts is required. Moreover, a larger study group may allow validation of our results across different cultural populations and conditions. Second, the research was conducted in a cross-sectional design; therefore longitudinal studies on cyber-victimization may reveal more detailed information. Third, this study examined a limited number of strategies related to coping skills. In further research, different variables can be addressed to better understand how primary and secondary sources of evaluation of cyber-victims increase their well-being. The model study can be re-examined with emotion-focused coping skills that may affect the well-being of cyber-victims. In this study, the stress states of adolescents when they encountered cyber-bullying were examined. In future studies, the relationships between cyber-victims' coping styles and well-being when they experience emotions such as sadness, anger, revenge, and hopelessness can be examined.

Despite these limitations, our study has contributed some new insights into the connection between victimization in virtual contexts and subsequent stress and coping to well-being. To fully understand the nature of cyber-victimization and the effects on the well-being of coping processes that may prevent it in the face of subsequent stressors, school-based mental health professionals should implement cyber-victimization prevention programs earlier in the developmental stages. Additionally, preventive programs should focus on students' stress perceptions and coping styles throughout the process. However, even though it is not among the findings of this study, parents' and teachers' approaches to technology and their knowledge levels may have an impact on the cyber-victimization experienced by adolescents on virtual platforms. Educational designs can be made especially for parents and teachers to create digital data security in children and support coping skills. This will provide a new perspective on the development of effective responses to cyber-victimization.

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Peker, A., Cengiz, S. & Eroğlu, Y. Coping skills and perceived stress as pathways to well-being in adolescents experiencing cyber-victimization. Curr Psychol (2024). https://doi.org/10.1007/s12144-024-05864-2

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