The Development of Interpersonal Problem Solving among Elementary School Children

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Abstract
An experiment was undertaken to investigate developmental changes in interpersonal problem solving among elementary students (N = 81 boys and girls in kindergarten through sixth grade). Children were given a measure of interpersonal problem solving designed to measure both general and specific interpersonal problem solving skills. A multivariate repeated measures analysis of variance was performed to assess the effect of grade on the measures of interpersonal problem solving. There were a number of significant results. Specifically, older children were able to define problems more thoroughly, to generate more alternatives and consequences, and to select solutions that reflected more relevant perspectives. In addition, older children were significantly more likely to define problems psychologically and conceptually, to generate more satisfactory alternatives, and to emphasize more psychological consequences. Finally, they exhibited a greater degree of differentiation in generating alternative solutions, as well as the potential consequences of those solutions.