Lisa Swenson

Date of Graduation

2003

Document Type

Dissertation/Thesis

Abstract

Problem-solving performance of 132 adolescents was examined to determine whether performance was affected by individual (i.e., delinquency, gender) or contextual variables (i.e., friendship, situation-specific relationship quality). A friendship nomination procedure was used to pair individuals with a same-sex friend or nonfriend. Partners discussed and generated solutions for two cognitive isolation-of-variables tasks (adapted from Azmitia & Montgomery, 1993) and four social problem vignettes (two delinquency-related and two relationship quality-related problems; adapted from Berg, 1989; Owens, 2001). Following discussion of the problems, partners were separated and completed answer sheets for each problem. Participants then completed a delinquency measure (adapted from Mak, 1993), assessing the frequency of their involvement in delinquent acts. Participants also completed a situation-specific relationship quality measure (adapted from Parker & Asher's (1993) Friendship Quality Questionnaire) that assessed the quality of partners' relationships during collaboration on the tasks. Delinquency, friendship, and gender interacted to affect performance on the cognitive and social problem-solving tasks. For boy friends, greater involvement in delinquent behaviors was associated with less accurate responses and fewer strategies for solving a delinquency-related social problem. Delinquency and friendship interacted to affect performance. For friends, greater involvement in delinquent behaviors was associated with fewer strategies for solving a relationship quality-related problem. Delinquency and gender interacted to affect performance on another relationship quality-related social problem. For girls, greater involvement in delinquent behaviors was associated with the use of more avoidance strategies. These results all confirm the negative association between delinquency and performance found in previous research focusing on social problem-solving tasks. Assessing relationship quality as a state, rather than trait variable is a unique contribution to the literature. Consistent with previous research, a negative association was found between delinquency and ratings of positive relationship features (i.e., support and conflict resolution), confirming that involvement in delinquent behaviors is associated with the quality of peer relationships. Finally, higher ratings of positive relationship qualities and lower ratings of negative relationship qualities (i.e., conflict) were associated with better performance for both the cognitive reasoning (i.e., justification of responses) and social problem-solving tasks (i.e., type of strategies). Results are discussed as to their practical implications for educators and parents, and how they contribute to the literature on delinquency and problem solving, and friendship and collaboration.

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