A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance

A prospective longitudinal design was used to examine the predictive relations between social problem-solving appraisals and subsequent adjustment, stress, health, motivation and performance in a sample of university students during their three years at university. Controlling for gender, age and prior academic aptitude, self-perceived problem-solving abilities, measured on entry to university, had direct beneficial effects on psychosocial adjustment to university, perceived stress levels, self-determined motivational orientations, and academic performance during students’ second year of study. Additionally, social problem-solving appraisals, adjustment to university and intrinsic motivation towards accomplishment predicted higher marks over the course of students’ 3 years at university, controlling for university entry qualifications. Gender differences emerged in perceived stress, self-determination profiles, and academic performance, with women displaying higher scores than men. More specific analysis of problem-solving appraisals indicated that different dimensions (e.g. control, confidence) had different long-range adaptational outcomes. Results are discussed with reference to models of social problem-solving (D'Zurilla, 1986, 1990) and self-determination (Deci & Ryan, 1985, 1991) and implications for interventions based on problem-solving training for stress management are considered.