A scoping review on social problem-solving interventions for college students
Social problem-solving is a critical skill that enables individuals to effectively cope with real-life challenges. For college students, enhancing this ability is essential for successful adaptation to post-graduation life. While previous reviews have primarily focused on improving social problem-so...
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Frontiers Media S.A.
2025-05-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1509641/full |
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| author | Wang Weiyi Wang Weiyi Aini Marina Ma’rof Nur Aimi Nasuha Burhanuddin |
| author_facet | Wang Weiyi Wang Weiyi Aini Marina Ma’rof Nur Aimi Nasuha Burhanuddin |
| author_sort | Wang Weiyi |
| collection | DOAJ |
| description | Social problem-solving is a critical skill that enables individuals to effectively cope with real-life challenges. For college students, enhancing this ability is essential for successful adaptation to post-graduation life. While previous reviews have primarily focused on improving social problem-solving skills in adolescents and younger students, or have examined its role in mental health disorders, few have systematically explored intervention programs specifically targeting college populations. This scoping review aimed to investigate the characteristics, underlying theoretical frameworks, and implementation strategies of social problem-solving training programs for college students. An extensive literature search was conducted in February 2024, followed by thematic analysis to synthesize the findings. Fourteen relevant studies were identified. Of these, eleven employed group-based training formats, while the remaining three involved a one-time induction, an online training module, and specialized training for nursing students conducted in a hospital unit. Most interventions were grounded in cognitive–behavioral and psychoeducational approaches. Thematic analysis revealed two primary dimensions: training format and training content. The training content generally emphasized knowledge acquisition, attitude development, and practical skills such as interpersonal communication and emotional regulation. These interventions, typically delivered over multiple sessions in team-based settings, were found to be effective in enhancing students’ social competence and problem-solving abilities. |
| format | Article |
| id | doaj-art-d8fe724df1664142b0d8365bddd9f05f |
| institution | DOAJ |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-d8fe724df1664142b0d8365bddd9f05f2025-08-20T03:08:53ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-05-011010.3389/feduc.2025.15096411509641A scoping review on social problem-solving interventions for college studentsWang Weiyi0Wang Weiyi1Aini Marina Ma’rof2Nur Aimi Nasuha Burhanuddin3Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Selangor Darul Ehsan, MalaysiaDepartment of Foundations of Education, Zhongyuan Institute of Science and Technology, Zhengzhou, ChinaDepartment of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Selangor Darul Ehsan, MalaysiaDepartment of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Selangor Darul Ehsan, MalaysiaSocial problem-solving is a critical skill that enables individuals to effectively cope with real-life challenges. For college students, enhancing this ability is essential for successful adaptation to post-graduation life. While previous reviews have primarily focused on improving social problem-solving skills in adolescents and younger students, or have examined its role in mental health disorders, few have systematically explored intervention programs specifically targeting college populations. This scoping review aimed to investigate the characteristics, underlying theoretical frameworks, and implementation strategies of social problem-solving training programs for college students. An extensive literature search was conducted in February 2024, followed by thematic analysis to synthesize the findings. Fourteen relevant studies were identified. Of these, eleven employed group-based training formats, while the remaining three involved a one-time induction, an online training module, and specialized training for nursing students conducted in a hospital unit. Most interventions were grounded in cognitive–behavioral and psychoeducational approaches. Thematic analysis revealed two primary dimensions: training format and training content. The training content generally emphasized knowledge acquisition, attitude development, and practical skills such as interpersonal communication and emotional regulation. These interventions, typically delivered over multiple sessions in team-based settings, were found to be effective in enhancing students’ social competence and problem-solving abilities.https://www.frontiersin.org/articles/10.3389/feduc.2025.1509641/fullsocial problem-solvingcollege studentsinterventionscopingreview |
| spellingShingle | Wang Weiyi Wang Weiyi Aini Marina Ma’rof Nur Aimi Nasuha Burhanuddin A scoping review on social problem-solving interventions for college students Frontiers in Education social problem-solving college students intervention scoping review |
| title | A scoping review on social problem-solving interventions for college students |
| title_full | A scoping review on social problem-solving interventions for college students |
| title_fullStr | A scoping review on social problem-solving interventions for college students |
| title_full_unstemmed | A scoping review on social problem-solving interventions for college students |
| title_short | A scoping review on social problem-solving interventions for college students |
| title_sort | scoping review on social problem solving interventions for college students |
| topic | social problem-solving college students intervention scoping review |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1509641/full |
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