REVIEWED SOCIAL PROBLEMS SOLUTION INVENTORY

SPSI-R

THEORETICAL FRAMEWORK:

The Problem:

D Zurilla and Nezu (2001) define a problem as any situation or task.

daily present or anticipated that requires a response for the
adaptive functioning, but for which the effective response is not obvious or
does not appear in the person due to the presence of some obstacles.

Ramiro (2005) defines that a problem is that which we ourselves...

we create for not knowing how to effectively explain a response to a given situation. It is

that situation which causes some type of discomfort because it is not known
finding the appropriate or effective solution; that is to say, the problem is not the
the problem itself; if not the lack or not having the answer that is demanded.
problem in a given situation and this is what constitutes the situation
conflicting; for this reason, it is very important to consider that the ideal situation for
solving a problem that does not exist, and that any alternative chosen to
Bringing solutions will bring losses and gains, but in the end, it will leave a lesson.
the youth and to explain this definition, it is divided into two:

We create them ourselves:

With this, Ramiro intends to communicate that problems do not arise by chance.
of destiny and this can be verified and explained through terminology
Rational Emotive A-B-C, the problems are situated more in B than in A because in B
we find the thoughts and interpretations we make about the
same and in A the activating events (the events that preceded
for the problem to occur).

Throughout our lives, we encounter situations that pose us

challenges, but that is part of human existence, it is true that we are subject to
to health, illness, pain, etc. But all of this is not problems but

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natural conditions of life. The situations can be practically the same.
in all but the way to adapt, respond, and face them is very
different for each person.

We create them for not knowing how to apply an effective response to a given situation.

The problem is not in the situation, but in the ineffectiveness of the response that
the person has generated and tested in that situation.

The problem is therefore to find the best solution, but above all, it must be effective.
When talking about solutions, it is important to keep in mind that there is no solution.
unique, perfect and ideal for every situation or challenge that presents itself to us in our
In life, when facing challenges, we can always put different strategies into practice.
taking into account that each of them has its advantages and disadvantages. The
The key is knowing how to assess all the alternatives to choose the one that represents the greatest

profit.

The Solution:

D Zurilla and Nezu 2001. They state that a solution is a response of

specific coping to the situation or a pattern of responses (cognitive and/or
behavioral), which constitutes the product or result of a
problem-solving process, when it is applied to a situation
specific problem.

Problem-solving:

Gardner (1983) states that Problem Solving is a set of

skills that allow the individual to solve problems with intelligence or create
products that are relevant to a certain culture.

Dijkstra (1991) indicates that Problem Solving is a cognitive process.

complex that involves knowledge stored in short-term and long-term memory
deadline. Problem solving consists of a set of activities
mental and behavioral, while also involving factors of a nature
cognitive, affective, and motivational. For example, if in a given problem
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we must mentally convert meters to centimeters, this activity would be
cognitive type. If we are asked how sure we are that our solution to
If the problem is correct, such activity would be of an affective type, while solving the
problem, with paper and pencil, following an algorithm until reaching its solution,
it could serve to illustrate a behavioral-type activity. Despite the fact that these
three types of factors are involved in the resolution activity
problems, the research conducted in the area has focused its attention,
basically, in the cognitive factors involved in problem solving.

Langer (2000), García (2004) state that generating possible alternative behaviors
within the model of reality that has been created. It is a phase that depends on the
creativity of the individual. It is about imagining possible alternatives. The criticism
self-criticism plays a role that significantly compromises effectiveness
from this step. It is necessary to eliminate both in the initial phase in order to consider
the solutions without prior censorship. It is done by following the rules of
brainstorming, in which there are no criticisms or evaluations of the ideas
proposals; any proposal is utilized, completed, or varied for
generate new solutions. People with social anxiety are very vulnerable
to criticism and inhibit their creativity due to the fear of making mistakes and being rejected

socially. This aspect can leave the person anchored and without an exit in this
step. It should be remembered that among the instructions given in the exercises
creatives like brainstorming highlight acting with a total absence of
criticism to generate alternatives that will be evaluated in another phase. Taking this step
It is important to have an open mind and full awareness in order to be able to get out of the

established and automatic behaviors and behave accordingly

our values.

McGuire (2001), within the cognitive theory of social learning, refers to

the effective solution of problems is conceived as a set of skills, the
which are defined as automatic sequences of behaviors, about
learned, which can be controlled and directed towards the achievement of a
These skills in the behavioral domain can be of a motor type, in the
Cognitive level can be language, thought sequences, and production.
of speech; while in the interpersonal domain, skills appear.
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involved in communication, interaction, construction, and maintenance
from relationships, negotiation, and conflict resolution among others. Day by day
people have to face a network of simple and complex decisions,
daily difficulties and stressful and even traumatic life events, in the face of
which must deploy that set of skills that allow them to manage
adequately address the situation. Such a problem-solving process is
excessively complex and seems to depend on many personal factors and
environmental. (McGuire, 2001).

Nezu (2004) defines that Problem Solving is a real situation or

anticipated in life that requires responses from the subject for a
adaptive functioning, but that are not available or cannot be identified
due to the existence of barriers or obstacles, when a resolution is to be sought
the problem needs to be analyzed and clarified what the processes and aspects are
relevant factors that are influencing the emergence and maintenance of the problem or
what makes the situation threatening. At this point in the process of achieving a
appropriate behavior can also take pathological characteristics. The analysis of
the situations is a causal analysis, trying to determine the influences of some
factors in others, at the present time and in the possible evolution.

Problem solving necessarily involves two intrinsically linked concepts.

related: The problem the individual faces and the solution, the
what is presumably an objective or desired outcome of the effort made by the
individual to face the problem. Integrating these two concepts, Heppner,
Witty and Dixon (2004) consider that the solution applied to problems denotes
a sequence of cognitive, affective, and behavioral operations, highly
complex, sometimes intermittent, goal-directed, used to adapt to those
internal and external stressful demands.

Social Problem Solving:

When scientifically addressing the study of problem-solving processes,

two large groups of models have been identified: first, there are
those who believe that the ability to solve a social problem is

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identical to that of solving any other type. A second group considers that
the skills used with social problems are different from
used in solving other types of problems.

Within this second group of conceptualizations, the Model of appears

Resolution of Social Problems (D Zurilla and Nezu, 1999) which will be taken
as a basis for this research, it refers to cognitive-type processes
self-directed affective-behavioral, through which a person tries to identify
to discover effective or adaptive solutions for problematic situations
specific found in daily life (D'Zurilla and Nezu, 1982). The term
social is used to highlight the fact that the focus of study is the solution
of a problem that occurs within the socio-natural environment. In this way the
theory and research on solving social problems deal with all
types of life problems, including impersonal, personal,
intrapersonal, interpersonal, and even social or community issues
D'Zurilla and Goldfried (1971).

According to this model, effective problem-solving includes five

interacting components, which are derived from two major processes: a) a
motivating component, called problem orientation; and b) a set of
four specific skills in problem solving (Vera-Villarroel and
Guerrero, 2003.

The general orientation towards the problem is the first component, which
difference due to its motivational character, as it involves a set of responses from
orientation (composed of attention elements, as well as by beliefs,
values, assumptions, and general expectations about the problems and about the
general capacity to solve them), which represent the cognitive reactions-
immediate affective-behavioral responses of a person when facing for the first time
see a problematic situation. The cognitive elements involved in this
process can produce a positive effect and motivation for the
confrontation, which will facilitate the implementation of the solution, or everything
on the contrary, that is to say a negative effect and a motivation for avoidance inhibiting
or altering the execution of the solution (Nezu and Nezu, 1991).
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The purpose of the second process, component called definition and
formulation of the problem is to clarify and understand nature
specific to the problem being faced, involving a reassessment of it,
in positive or well-being terms. Thus, after the person defines and
formulate the nature of the problem in a clear and concrete way, it can
then evaluate it more precisely.

The generation of alternatives, as the third component, involves obtaining the

greater number of possible solutions, in order to maximize the
possibility that the "best" solution is among them.

The fourth component, called decision-making, involves evaluation.

(judgment and comparison) of the available options regarding the
solution and select the best(s), to be implemented in the situation
real problem.

Finally, the fifth component aims to implement the solution.

chosen and that its effectiveness to control the
problematic situation.

Nevertheless, it should be noted that this proposal is not a

natural classification of the cognitive-behavioral strategies used by the
persons in the real world, but rather it is a model of an effective solution or
satisfactory of the problems, proposed for the training of people in
these skills. Neither does the proposed sequence represent the one carried out.
for the people in everyday situations, although it is clear that all of them
they appear in an effective problem-solving process (Nezu and Nezu 1991)

In general, in the different proposals for the concept of solution of

problems, the concept of interaction with an environment is immersed
(internal or external) that proves to be demanding. It is in consideration of this aspect.

environmental that has been called social problem-solving models to

those proposals that take into account as the focus of study the solution of
problems that occur in a socio-natural environment, such as impersonal ones,

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 personal/intrapersonal, interpersonal and even social problems or
community members (Vera and Guerrero, 2003).

These 'social' elements have led to considering a strong relationship between

effective solution to social problems and coping styles, to the point of
consider that the solution to social problems is primarily a process of
conscious, rational, effortful, and proactive coping that can increase
the ability of a person to cope with a variety of situations
stressful (Kant, et. al 1997).

TECHNICAL SHEET

Social Problem Solving Inventory

Revised SPSI-R
Social Solving Problem Inventory
Revised SPSI-R

T. J. D'Zurilla, A. M. Nezu, and A. Maydeu-Olivares.

United States

Versions: There is a previous version which is the SPSI Inventory of

Social Problem Solving (D'Zurilla, Nezu 1990). Likewise, the
Spanish adaptation: Translation carried out by M. Muñoz and M. Crespo
(Faculty of Psychology, Complutense University of Madrid).

Type of instrument: Questionnaire.

Objective of the test: Evaluate the problem-solving style of a

individual and their ability to generate solutions.

Population: From 13 years old and above

Number of items: 52

The Revised Social Problem Solving Inventory

SPSI-R consists of 52 items with a Likert-type response scale with a
score range from 0 to 4, distributed in 5 dimensions: Two

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 constructive or adaptive dimensions of problem solving
Positive Orientation to the Problem and Rational Problem Solving
what includes Definition and formulation of the problem (PDF), Generation of
Solution Alternatives
of the solution and verification (SIV) and three dysfunctional dimensions
Negative Orientation to the Problem, Impulsive or Careless Style
Avoidance Style.

Application rules: The subject indicates to what extent the statements

what is being proposed is true in their case, depending on how they think,
they feel and behave in general or in the way they usually respond to
the current problems, marking the alternatives that range from 0 = Not
Not true at all
y 4 = Extremely true

Mode of application: Individual and/or Collective

Administration time: approximately 15 to 20 minutes.

PSYCHOMETRIC ASPECTS:

Internal consistency: 0.92-0.94 (total and scales) and 0.65-0.90 (subscales).

Test-retest reliability: 0.83-0.88 (total and scales) and 0.73-0.86 (subscales).

Validity: Shows meaningful relationships with other solution measures.

of problems. Specifically, the correlation with the Solutions Inventory
Problems (Heppner and Petersen, 1982) is -0.71, and with the MEPS (Platts)
y Spivack, 1975) is 0.73. It also shows significant relationships with
other constructs such as stress, somatic symptoms, anxiety, depression,
despair and risk of suicide. For example, the correlations with the
Derogatis Stress Profile ranges between -0.45 and -0.56, with the Exam of
Personal Problems (Schinka, 1984) range between -0.26 and -0.19, and the
correlations with the Revised 90 Symptom Questionnaire (SCL-90-R)
they fluctuate between -0.37 and -0.45. Predicts the level of self-esteem, satisfaction with

life, extraversion, emotional adjustment, and social skills. It was

developed following rigorous development procedures of the
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 test, offers five case studies that illustrate the interpretation and the
use of SPSI-R results in different situations. Evaluation of the
psychometric properties of the SPSI-R among various populations
suggests that is characterized by a strong internal consistency and is stable
in time. In addition, it has a strong structural validity, concurrent,
predictive, convergent, and discriminant.

Normative data: Includes a total of 2,351 people. The samples.

includes: 708 adolescents, 1,020 young adults, 100 middle-aged adults
age residents of the Community, 100 residents of the community of age
advanced; five "psychiatric or in" groups are also included
100 adult psychiatric patients, 63 patients
psychiatry adolescents, 156 Patients with medical illness
cancer, 43 adult outpatients with clinical depression, 61
hospitalized adult patients for suicide attempt.

SCOPE OF APPLICATION:

SPSI-R is useful in a variety of scenarios, including clinics, centers

doctors, educational centers, corporate, government, military, and
in research. When the purpose of management is to understand,
explain, predict the decrease or increase of adaptive functioning
or maladaptive. The ratings and information obtained through
SPSI-R interpretation is valuable for mental health professionals.
doctors, educators, corporate managers, military officers, and others
professionals who are responsible for personnel selection or management of
everyday functioning and the psychological well-being of individuals. This
information can also be useful to researchers who are
interested in studying the relationship between the ability to solve
social problems and the adjustment or effective functioning, as well as the
effectiveness of problem-solving training and programs
treatment.

APPLICATION:

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 The SPSI-R is easy to administer, among them we have the counselors,
nurses, doctors, psychologists, social workers, and other trained professionals
professionals and para-professionals. A professional with advanced
training in psychological assessment or a related discipline that
adhere to professional standards must assume responsibility for the
use, interpretation, and communication of the results.
SPSI-R Long Form Protocol:

INVENTORY OF SOCIAL PROBLEM SOLVING

REVIEWED
D'Zurilla, T.J., Nezu, A.M. & Maydeu-Olivares, A.

Maydeu-Olivares, A.

Name: __________________________________________________________________

Age: _______ Sex: M __ F ___ Date: ___________________

Instructions

The following phrases describe how you might think, feel, or act when faced with
problems of their daily life. We are not referring to the usual annoyances that are resolved.
successfully every day. In this questionnaire, a problem is something important in your life that
it worries him a lot but he doesn't know immediately how to resolve it or make it leave him
to worry so much. The problem may be something related to you (for example,
your thoughts, feelings, behaviors, health or appearance), something that has to do with
with their relationship with other people (for example, their family, their friends, their teachers,
or his boss), or something that has to do with his environment or the things he owns (for example,
his house, his car, his money). Please read each sentence carefully and choose the number
What appears next shows to what extent each statement is true about you.
Think about how you think, feel, and generally behave when facing problems.
important days of his life. Put the chosen number on the line in front of each
phrase.

0 = It is not true at all

A little true
10
 Quite true

Very true

4 = Extremely true

I worry too much about my problems instead of solving them.

2. _____ I feel fearful when I have important problems.

3. _____ When I make decisions, I do not examine all my options.

4. _____ When I make decisions, I don't think about the effects that each option may have.
in other people.

5. _____ When I solve problems, I think of several ideas and combine some of them.
to find a better solution.

6. _____ I feel insecure about myself when making important decisions.

7. _____ When my first attempt to solve a problem fails, I believe that if I do not
Laughing, I will manage to solve it.

8. _____ When I have a problem, I do the first thing that comes to mind.

9. _____ I believe that my problems can be solved.

10. _____ I wait to see if a problem disappears before trying to solve it myself.

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11. _____ When I solve problems, I try to find what is preventing me from obtaining
what I want.

12. _____ When my first attempts to solve a problem fail, I get frustrated.
a lot.

13. _____ I doubt that I can solve difficult problems no matter how much I try.
I tried.

14. _____ I postpone solving problems as much as possible.

15. _____ I didn't take the time to check if my solution worked.

16. _____ I do everything possible to avoid solving problems.

17. _____ Difficult problems make me feel bad.

18. _____ When I solve problems, I try to predict the pros and cons of each.
option.

19. _____ I face my problems as soon as possible.

20. _____ I try to be creative and think of original solutions to problems.

21. _____ When I solve problems, I use the first good idea that comes to my mind.
head.

22. _____ When I solve problems, I don't come up with many ideas.

23. _____ I avoid problems instead of trying to solve them.

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24. _____ When I make decisions, I consider the short and long-term consequences of
each option.

25. After implementing a solution, I analyze what went well and

what went wrong.

26. _____ After trying to solve a problem, I check if I feel better.

27. _____ I practice a solution before implementing it to improve my chances of

success.

28. _____ I believe I can solve difficult problems on my own if I really try.

29. _____ When I have a problem, I gather as much data about it as possible.
possible.

30. _____ I postpone solving problems until it's too late to do anything.

31. _____ I spend more time avoiding my problems than solving them.

32. _____ When I have a problem, I get so worked up that I can't think clearly.

33. _____ Before attempting to solve a problem, I set a specific goal for
to know exactly where I'm going.

34. _____ When I make decisions, I don't take the necessary time to think about the
pros and cons of each option.

35. _____ When I fail to solve a problem, I try to find out what went wrong and
I'm trying again.
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36. _____ I hate solving problems.

37. _____ After implementing a solution, I check to what extent it has

improved the problem.

38. _____ I try to see my problems as challenges.

39. _____ When I solve problems, many options come to my mind.

40. _____ When I make decisions, I weigh the consequences of each option.

41. _____ When I have an important problem, I get depressed and do nothing.

42. _____ I am looking for someone to help me solve difficult problems.

43. _____ When I make decisions, I think about the effects of each option on my
feelings.

44. _____ When I have a problem, I look around for its causes.

45. _____ When I make decisions, I follow my instincts without thinking about what might happen.
to pass.

46. When I make decisions, I use a system to help me choose the best one.
option.

47. _____ When I solve a problem, I always try to keep my goal in mind.
in mind.

48. _____ I look at problems from different angles.

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49. _____ When I don't understand a problem, I try to learn more about it.

50. _____ I feel discouraged and depressed when my first attempts to solve a problem fail.
problem.

51. _____ I don't dedicate the necessary time to examine why a solution didn't work.

52. _____ I think I am too quick when making decisions.

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 PLEASE MAKE SURE YOU HAVE ANSWERED ALL THE QUESTIONS

THANK YOU VERY MUCH

Items for each indicator of the SPSI-R Long Form:

SOCIAL PROBLEM-SOLVING INVENTORY-REVISED (SPSI-R)

SCORING FORMAT

I. POSITIVE PROBLEM ORIENTATION (PPO) SCALE (5 items)

#7 + #9 + #19 + #28 + #38

II. NEGATIVE PROBLEM ORIENTATION (NPO) SCALE (10 items)

#1 + #2 + #6 + #12 + #13 + #17 + #32 + #36 + #41 + #50

III. RATIONAL PROBLEM SOLVING (RPS) (20 items)

A. Problem Definition and Formulation (PDF) Subscale (5 items)
#11 + #29 + #33 + #44 + #49
B. Generation of Alternative Solutions (GAS) Subscale (5 items)
#5 + #20 + #39 + #47 + #48
C. Decision Making (DM) Subscale (5 items)
#18 + #24 + #40 + #43 + #46
D. Solution Implementation and Verification (SIV) Subscale (5 items)
#25 + #26 + #27 + #35 + #37

IV. IMPULSIVITY/CARELESSNESS STYLE (ICS) SCALE (10 items)

#3 + #4 + #8 + #15 + #21 + #22 + #34 + #45 + #51 + #52

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V. AVOIDANCE STYLE (AS) SCALE (7 items)
#10 + #14 + #16 + #23 + #30 + #31 + #42

Note. This revised inventory has a total of 52 items.

SPSI-R Short Form Protocol:

SPSI-R (abridged form)

D'Zurilla, T.J., Nezu, A.M. & Maydeu-Olivares, A.

Maydeu-Olivares, A.

__________________________________________________________________

Age: _______ Male __ Female ___ Date: ___________________

Instructions

The following phrases describe how you might think, feel, or act when faced with
problems of their daily life. We are not referring to the usual annoyances that they solve
successfully every day. In this questionnaire, a problem is something important in your life that
he is very worried but he doesn't know immediately how to solve it or make it stop
to worry so much. The problem may be something that has to do with you. (for example,
your thoughts, feelings, behaviors, health or appearance), something that has to do
with their relationship with other people (for example, their family, their friends, their teachers,
or his boss), or something that has to do with his environment or the things he owns (for example,
his house, his car, his money). Please read each sentence carefully and choose the number
what appears below that shows to what extent each sentence is true for you.
Think about how you think, feel, and behave in general when faced with problems.
important in your life these days. Put the chosen number in the line in front of each
phrase.

0 = It's not true at all

17
 A little true

2 = Quite true

3 = Very true

4 = Extremely true

I feel fearful when I have important problems.

2. _____ When I make decisions, I do not examine all my options.

3. _____ I feel insecure about myself when making decisions.

important.

4. _____ When my first attempt to solve a problem fails, I think that if

I won't give up, I will solve it.

5. _____ I try to see my problems as challenges.

6. _____ I hope to see if a problem disappears before I try to solve it myself.

7. _____ When my first attempts to solve a problem fail, I

It frustrates me a lot.

8. _____ I doubt that I am capable of solving difficult problems no matter how much.
let him try.

9. _____ I believe that my problems can be solved.

10. _____ I do everything possible to avoid solving problems.

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11. _____ Difficult problems make me feel bad.

12. _____ When I solve problems, I try to predict the pros and cons of
each option.

13. _____ I face my problems as soon as possible.

14. _____ When I solve problems, I use the first good idea that comes to me.
through the head.

15. _____ I think I can solve difficult problems on my own if I try.

serious.

16. _____ When I have a problem, I gather as much information about it as

it is possible.

17. _____ I postpone solving problems as much as possible.

18. _____ I spend more time avoiding my problems than solving them.

19. _____ Before trying to solve a problem, I set a specific goal.

to know exactly where I am going.

20. _____ When I make decisions, I don't take the time necessary to think about it.
the pros and cons of each option.

21. _____ After implementing a solution, I check to what extent

the problem has improved.

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22. _____ I procrastinate solving problems until it's too late to do so.
nothing.

23. _____ When I solve problems, many options come to my mind.

24. _____ When I make decisions, I follow my gut feelings without thinking about what
it can happen.

25. _____ I think I am too quick when making decisions.

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 PLEASE MAKE SURE YOU HAVE ANSWERED ALL THE
QUESTIONS

THANK YOU VERY MUCH

Items for each indicator of the SPSI-R Short Form:

SOCIAL PROBLEM-SOLVING INVENTORY-REVISED (SPSI-R)

SCORING FORMAT

I. POSITIVE PROBLEM ORIENTATION (PPO) SCALE (5 items)

#4 + #5 + #9 + #13 + #15

II. NEGATIVE PROBLEM ORIENTATION (NPO) SCALE (5 items)

#1 + #3 + #7 + #8 + #11

III. RATIONAL PROBLEM SOLVING (RPS)

#12 + #16 + #19 + #21 + #23

IV. IMPULSIVITY/CARELESSNESS STYLE (ICS) SCALE (5 items)

#2 + #14 + #20 + #24 + #25

V. AVOIDANCE STYLE (AS) SCALE (5 items)

#6 + #10 + #17 + #18 + #22

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Note. This short form has a total of 25 items.

Factors Obtained from the ERPA.

Load
Num. ITEM
factorial

RATIONAL (ALPHA = 0.830)

22 When I have a problem, I consider its short-term and long-term consequences. .754
term

23 When I have a problem, I analyze what went well and what went wrong. .741

24 When I have a problem, I analyze my feelings and how I can 557

feel better.

26 I am looking for information about the problem. .490

30 I try to find out what went wrong and I try again. .546

32 When solving a problem, I assess whether the situation has improved. .507

35 I analyze the factors that influence the problem. .578

37 When I have a problem, I don't lose sight of the goal. .626

39 I am trying to obtain concrete and specific information about the problem. .616

46 After trying to solve a problem, I compare it with what I had. .453

thought it was going to happen.

52 I try to anticipate the outcome I would get with each alternative of .495

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 solution.

FACTOR 2. EMOTIONAL/IMPULSIVE (ALPHA = 0.850)

1 I worry about the problems instead of solving them. .581

2 I feel fearful when I have a problem .584

3 I do not carefully evaluate all the options when I have a problem. .595

35 I analyze the factors that influence the problem. .578

37 When I have a problem, I don't lose sight of the goal. .626

39 I try to obtain concrete and specific information about the problem. .616

46 After trying to solve a problem, I compare it with what I had. .453

thought it was going to happen.

52 I try to anticipate the outcome I would get with each alternative of .495
solution

56 56 When I try to solve a problem, sometimes I feel like I'm giving it my all. .722
a lot of twists and I still haven't solved it

57 I act without thinking and then I regret it. .634

59 I often get so worked up that I can't see differently. .635

ways to solve my problems.

FACTOR 3. FRUSTRATION/DISCOURAGEMENT (ALPHA = 0.774)

12 I feel frustrated when the first attempt to solve a problem .604

fall

16 A difficult problem makes me annoyed. .690

31 I hate solving problems. .549

40 I feel discouraged when the first attempt to solve a problem .495

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 fault.

44 I feel insecure about my ability to resolve the situation when .661

my first attempts to solve a problem fail.

FACTOR 4. AVOIDANT (ALPHA = 0.760)

27 I leave the solution to the problem until it is too late. .698

28 I spend more time avoiding the problem than solving it. .689

36 When I have a problem, I follow my 'gut feelings' without thinking. .571

in the consequences.

24