Problem-Solving Abilities and their Influence on Adolescent Psychological Well-Being

Abstract

This paper analyses problem-solving abilities (PSA) with the aim of defining their impact on the psychological well-being (PWB). The selected sample size is 200 secondary school students in the study, the method used is based on a quantitative research design that uses standardized questionnaires to determine the PSA and PWB between the gender groups. The use of statistical tests, including descriptive statistics, t-tests, Pearson correlation, chi-square tests and multiple regression demonstrate that high levels of problem-solving ability have significant relationships with high levels of psychological well-being. The difference between males and females in PSA had a medium effect size, but the difference between males and females in PWB was small. Exploratory correlation analysis has indicated very high positive correlation between PSA and PWB (r = 0.62) and regression analysis indicated that PSA is a strong predictor of adolescent well-being (B = 0.58, p = 0.001). The chi-square results demonstrated that PSA levels were significantly correlated to PWB categories (=29.81, p=0.001), demonstrating the practical significance of cognitive skills toward mental health outcomes. Their findings emphasize the importance of implementing problem-solving training as part of an adolescent education and counseling curriculum to enhance resiliency, flexibility, and psychological growth.

Introduction

Adolescence and early adulthood are marked by significant neurodevelopmental, psychological, and social changes that affect emotional regulation, identity formation, and interpersonal communication. These transitions can make youth more vulnerable to mental health challenges such as anxiety, depression, and emotional disorders, especially when support systems are inaccessible or underutilized.

1. Neurodevelopment and Mental Health

• The brain's development, particularly in the prefrontal cortex and limbic system, plays a crucial role in emotional regulation and impulse control.

• Asynchronous brain maturation may lead to emotional instability and risk-taking behaviors in adolescents (Semrud-Clikeman, 2021).

• Clinicians need to consider neurodevelopmental trajectories to tailor interventions effectively (Riccio et al., 2021).

2. Emotional Development and Coping

• Emotional regulation is foundational for well-being and social functioning but is often underdeveloped in adolescence.

• Secure early attachments and adaptive coping mechanisms influence resilience later in life (Malik & Marwaha, 2022; Zimmer-Gembeck & Skinner, 2011).

• Despite having access to various regulation strategies, adolescents often struggle to apply them effectively in real-life contexts (Lennarz et al., 2019).

3. Barriers to Help-Seeking

• Many adolescents avoid seeking help due to stigma, lack of awareness, and insufficient mental health literacy (Mitchell et al., 2017).

• The "transition cliff"—a discontinuity between pediatric and adult care—often results in service gaps during a critical period (Babajide et al., 2020).

4. Limitations of Current Interventions

• There is concern that evidence-based treatments may not translate effectively into real-world settings.

• Treatments must align with adolescents' lived experiences and cultural backgrounds (Lee et al., 2013).

• Schools and communities play a pivotal role in early identification and support, though teachers often lack adequate training.

5. Societal and Environmental Influences

• Factors such as family environment, socioeconomic status, peer dynamics, and technology use (including social media) significantly affect adolescent mental health (Subramanyam et al., 2024).

• Integrated, developmentally informed mental health care systems are needed—combining schools, families, community, and clinical services.

6. Literature Review Findings

• The literature emphasizes a biopsychosocial model, integrating:

  • Biological factors (brain development),

  • Psychological processes (emotion regulation, coping),

  • Social dynamics (support systems),

  • Systemic challenges (service accessibility and continuity).

• Early interventions, emotional literacy, and culturally sensitive programs are essential.

• Schools are identified as key intervention points, although more training for educators is needed.

Research Design (Study Component)

• Design: Quantitative, descriptive.

• Purpose: To examine the relationship between adolescents' problem-solving ability (PSA) and psychological well-being (PWB), and to explore gender differences in these variables.

• Sample: 200 secondary school students aged 13–17, selected via stratified random sampling to ensure diversity in gender and academic background.

Conclusion

The current research finds that problem-solving ability (PSA) contributes positively and significantly to psychological well-being (PWB) in adolescents. Descriptive, inferential (t-test, chi-square), correlational, and regression statistical tests all confirm that an increase in PSA correlates with improved levels of PWB, irrespective of gender, with males having slightly higher PSA levels than females. The gender moderation effect of PSA, and the large chi-square correlation between PSA levels and the PWB categories, support the psychological interpretation of cognitive skills in youth development. The results highlight the importance of incorporating problem-solving training into educational and mental health programs to help adolescents remain emotionally strong and psychologically healthy.

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Copyright

Copyright © 2025 Ishleen Kaur, Dr. Varsha Dhakar. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.