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College students (Study 1, n=104) and persons with severe physical disabilities (Study 2, n=102) completed measures of depression, psychosocial impairment (Study 2 only), problem-solving appraisal, and social support. Problem-solving appraisal and social support were significantly associated with depression among students; with both depression and psychosocial impairment for disabled. Independent variables did not interact in prediction of depression. (Author/NB)

Examined relations among problem-solving appraisal, self-reported study habits, and academic performance for 63 college students enrolled in developmental course for academically unprepared students. Found problem-solving appraisal significantly predictive of study habits and semester grade-point average. Suggests problem-solving appraisal is related to academically at-risk students' study habits and academic performance, and problem-solving appraisal encompasses more than social skill. (Author/PVV)

Examined relationship of personal assertiveness and social support in two independent samples of college students (n=442). Results provided evidence that personal assertiveness significantly augments specific types of social relationships to predict psychological symptoms under stressful conditions. (Author/ABL)

According to the social problem-solving model, a positive problem orientation wards off negative affect and promotes positive affect to enhance problem solving. It was hypothesized that the Problem-Solving Confidence and Personal Control factors on the Problem-Solving Inventory (Heppner, 1988) constitute facets of the problem orientation component; therefore, these variables Should be significantly associated with negative affect, positive affect, and psychological distress over time. In a series of studies, a positive problem orientation was prospectively associated with greater positive and lower negative affect under a variety of conditions. However, the relation of the problem orientation variables to distress appeared to be mediated by trait affectivity. Results are interpreted in light of the social problem-solving model, and implications for counseling are discussed.

The hypothesis that the appraisal of one's own ability to solve problems would moderate the effects of social support among two samples was tested. In the study, college students completed measures of depression, problem-solving appraisal, and social support. Although both predictor variables were significantly associated with depression, the 2 did not significantly interact in the prediction of depression. In the 2nd study, persons who had sustained severe physical disabilities completed the same independent measures and questionnaires of depression and psychosocial impairment. Problem-solving appraisal and social support were predictive of both criterion variables. The 2 independent variables significantly interacted in the prediction of psychosocial functioning. Results are discussed as they pertain to the effects of social support, with particular focus on persons who may have a higher frequency of contact with institutionalized and formal sources of support.

Although research has established that socially supportive relationships are important factors in psychological adjustment under stress, social support research has not examined the interaction between interpersonal variables and social support. Personal assertiveness in particular is one interpersonal variable that theoretically could enhance the beneficial aspects of social support. Data collected from two independent samples of college students in an urban setting provide evidence that personal assertiveness significantly augments specific types of social relationships to predict psychological symptoms under stressful conditions.

We examined the relations among problem-solving appraisal, self-reported study habits, and academic performance for 63 college students enrolled in a developmental course for academically unprepared students. The participants completed measures of self-appraised problem-solving ability and study habits. Indexes of academic ability and performance were also collected. Regression analyses revealed that problem-solving appraisal was significantly predictive of study habits and semester grade-point average. The results indicate that problem-solving appraisal is related to study habits and academic performance among academically at-risk students, and they suggest that problem-solving appraisal encompasses more than social skill.