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Journal articles on the topic 'Group problem solving'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Stucker, Aaron I. "GROUP PROBLEM SOLVING." PRIMUS 2, no. 1 (January 1992): 39–44. http://dx.doi.org/10.1080/10511979208965647.

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2

Shindo, Seiichi, and Masato Sumida. "Group Problem Solving For Task-Allocation Problems." International Journal of Modelling and Simulation 13, no. 1 (January 1993): 13–19. http://dx.doi.org/10.1080/02286203.1993.11760171.

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3

Leithwood, Kenneth A., Rosanne Steinbach, and Tiiu Raun. "Superintendents' Group Problem-Solving Processes." Educational Administration Quarterly 29, no. 3 (August 1993): 364–91. http://dx.doi.org/10.1177/0013161x93029003008.

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4

Bordia, Prashant, Nicholas Difonzo, and Artemis Chang. "Rumor as Group Problem Solving." Small Group Research 30, no. 1 (February 1999): 8–28. http://dx.doi.org/10.1177/104649649903000102.

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5

Bottger, Preston C., and Philip W. Yetton. "Group Problem Solving: The Effect of Training in Individual Problem Solving on Group Performance." Academy of Management Proceedings 1985, no. 1 (August 1985): 119–23. http://dx.doi.org/10.5465/ambpp.1985.4978757.

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6

Sik-wah Fong, Patrick. "Function-Oriented Creative Group Problem Solving." Creativity and Innovation Management 8, no. 3 (September 1999): 210–22. http://dx.doi.org/10.1111/1467-8691.00138.

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7

LIBERATORE, PATRICIA, RENEE BROWN-WILLIAMS, JANET BRUCKER, NADINE DUKES, LISA KIMMEY, KATHY McCARTHY, JOANNE PIERRE, DONNA RIEGLER, and KATHY SHEARER-PEDU. "A Group Approach to Problem-Solving." Nursing Management (Springhouse) 20, no. 9 (September 1989): 68???72. http://dx.doi.org/10.1097/00006247-198909000-00015.

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8

Alley, Glen R., and Lester B. Brown. "A Diabetes Problem Solving Support Group." Social Work in Health Care 36, no. 1 (November 12, 2002): 1–9. http://dx.doi.org/10.1300/j010v36n01_01.

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9

Laughlin, Patrick R., Harold R. Carey, and Norbert L. Kerr. "Group-to-Individual Problem-Solving Transfer." Group Processes & Intergroup Relations 11, no. 3 (July 2008): 319–30. http://dx.doi.org/10.1177/1368430208090645.

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10

Liebmann, Rosemarie, and Michael A. Pannella. "Group Problem Solving Improves Student Skills." NASSP Bulletin 71, no. 503 (December 1987): 136–37. http://dx.doi.org/10.1177/019263658707150331.

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11

Williams, Kent E., John Deighan, and Tim Kotnour. "Knowledge acquisition for group problem solving." Computers & Industrial Engineering 23, no. 1-4 (November 1992): 459–62. http://dx.doi.org/10.1016/0360-8352(92)90160-l.

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12

Heller, Patricia, Ronald Keith, and Scott Anderson. "Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving." American Journal of Physics 60, no. 7 (July 1992): 627–36. http://dx.doi.org/10.1119/1.17117.

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13

Main, Laura F., Marcia A. B. Delcourt, and Donald J. Treffinger. "Effects of Group Training in Problem‐Solving Style on Future Problem‐Solving Performance." Journal of Creative Behavior 53, no. 3 (May 11, 2017): 274–85. http://dx.doi.org/10.1002/jocb.176.

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14

Duangrawa, Asanlaya, and Prasart Nuangchalerm. "Torrance's Future Problem-Solving Instruction: Developing Students' Problem-Solving Ability." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 9, no. 2 (October 30, 2020): 251–57. http://dx.doi.org/10.24042/jipfalbiruni.v9i2.6308.

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The purpose of this research was to develop the problem-solving ability of grade 10th students by using Torrance’s future problem-solving instruction. The researchers used action research in this study. The target group consisted of fifteen 10th-grade students of the second semester in the 2019 academic year. Students who had problem-solving ability scores in low criteria showed lower than 70% of the full score. This study's research instruments were four lesson plans in the topic energy, problem-solving ability tests, observation form of problem-solving ability during lesson plans implementation, and students’ interviewing form in problem-solving ability. Data were collected and analyzed by descriptive statistics. The finding showed that the problem-solving ability score of the target group increased in each action cycle. At the end of the fourth cycle, the problem-solving ability score of all students was above 70%. According to the results, Torrance's future problem-solving instructional model can help students improve their problem-solving ability.
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15

Bachmann, Thomas. "Functional Group Positions and Contact Behavior in Problem-Solving Groups." Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO) 53, no. 1 (January 21, 2022): 131–44. http://dx.doi.org/10.1007/s11612-021-00613-6.

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AbstractThis article in the journal Gruppe. Interaktion. Organization (GIO) deals with the application of the theory of functional psycho-dynamic positions by Raoul Schindler on problem-solving groups. Until now, there has been no empirical research substantiating this model and the emergence of the group positions. To do so, the relationship between the functional group positions and members’ contact behavior was examined with a sociometrical approach. A study with 138 participants from 22 groups was conducted. The results clearly confirm the model and show typical contact behavior patterns for each group position. Finally, types of informal group structures were compared in regards to group performance and practical applications for agile teams and shared leadership.
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16

Riley, John F. "Sociodrama: Group Creative Problem-Solving in Action." Gifted Child Today Magazine 13, no. 1 (January 1990): 28–30. http://dx.doi.org/10.1177/107621759001300109.

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17

Broome, Benjamin J., and Minder Chen. "Guidelines For Computer-Assisted Group Problem Solving." Small Group Research 23, no. 2 (May 1992): 216–36. http://dx.doi.org/10.1177/1046496492232005.

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18

Wall, Kathleen H., and Sandra Morgan. "PUZZLED? A Hierarchical-Group, Problem-Solving Simulation." Simulation & Gaming 46, no. 5 (July 29, 2015): 631–42. http://dx.doi.org/10.1177/1046878115594513.

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19

Araújo-Simões, Ana Célia, and Sônia Maria Guedes-Gondim. "Performance and affects in group problem-solving." Revista de Psicología del Trabajo y de las Organizaciones 32, no. 1 (January 2016): 47–54. http://dx.doi.org/10.1016/j.rpto.2015.09.001.

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20

Kusiak, Andrew, and Wing S. Chow. "Efficient solving of the group technology problem." Journal of Manufacturing Systems 6, no. 2 (January 1987): 117–24. http://dx.doi.org/10.1016/0278-6125(87)90035-5.

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21

CANE, B., and ERATECHNOLOGYLTD. "Engineering problem-solving group formed at ERA." International Journal of Fatigue 8, no. 3 (July 1986): 166. http://dx.doi.org/10.1016/0142-1123(86)90013-7.

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22

Cramond, Bonnie, Charles E. Martin, and Edward L. Shaw. "Generalizability of Creative Problem Solving Procedures to Real-Life Problems." Journal for the Education of the Gifted 13, no. 2 (January 1990): 141–55. http://dx.doi.org/10.1177/016235329001300203.

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This study investigated whether students trained in Creative Problem Solving (CPS) generalize such training to the solution of problems presented out of the context of the training sessions. In an attempt to answer these questions, 75 sixth, seventh, and eighth grade gifted students were randomly assigned to either of two experimental groups or a control group. The experimental groups were CPS, who received traditional Creative Problem Solving training, and CPST, who received CPS training with transfer strategies infused. The control group received training in various memory tasks, analogical skills, and logic exercises. After the training, all students were given a problem solving task during which they were observed, and a followup interview. Percentages of students in each group who exhibited various problem-solving behaviors were calculated and the results were analyzed using a Chi-square procedure. In each case, the transfer training group had the highest percentage of students applying the strategies, followed by the CPS group, and finally the control group (p<.05). The results indicate that there was a higher degree of transfer of problem-solving strategies by the CPST group.
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23

Smith, Herm W. "Group Versus Individual Problem Solving and Type of Problem Solved." Small Group Behavior 20, no. 3 (August 1989): 357–66. http://dx.doi.org/10.1177/104649648902000306.

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24

Mcguire, James, and Ruth Hatcher. "Offense-Focused Problem Solving." Criminal Justice and Behavior 28, no. 5 (October 2001): 564–87. http://dx.doi.org/10.1177/009385480102800502.

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Large-scale reviews of research on offender treatment have given clear indications that it is possible to reduce offender recidivism. Recently, a consensus has emerged concerning some of the features more likely to contribute to positive effects in this regard. One important consideration is that of focusing on criminogenic needs and employing methods designed to help offenders acquire cognitive problem-solving skills. In this article, a specially prepared group program is described, drawing on this research. The program has been run in probation service settings in the United Kingdom. In this preliminary report, short-term outcomes on intermediate treatment targets are presented for a sample of offenders ( n = 220) who completed the program. Significant pretest to posttest changes were found on variables associated with criminogenic attitudes. The results demonstrate the viability of providing a structured group program for delivery on a significant scale within community-based correctional services.
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25

Misao, Hida. "Group problem solving performance by members of homogeneous and heterogeneous groups." JAPANESE JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 54, no. 1 (2014): 55–67. http://dx.doi.org/10.2130/jjesp.1217.

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26

Betsinger, Alicia M., John F. Cross, and Roberta M. DeFiore. "Problem Solving and Metacognition." Perceptual and Motor Skills 78, no. 3_suppl (June 1994): 1072–74. http://dx.doi.org/10.2466/pms.1994.78.3c.1072.

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The problem-solving abilities and metacognitive functions of two types of creative individuals were examined using 19 English and 19 Mathematics and Computer Science majors from a private midwestern university. Analyses of scores on 9 dependent variables, while not providing evidence of statistically significant differences between the two groups, suggested a closer examination of the possible group distinctions.
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27

POLLOCK, L. R., and J. M. G. WILLIAMS. "Problem-solving in suicide attempters." Psychological Medicine 34, no. 1 (January 2004): 163–67. http://dx.doi.org/10.1017/s0033291703008092.

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Background. Recent research studies on the psychological processes underlying suicidal behaviour have highlighted deficits in social problem-solving ability, and suggest that suicide attempters may, in addition, be passive problem-solvers. The aim of this study was to examine problem-solving in suicide attempters (including passivity) and to see whether the deficits are mood-dependent.Method. Two groups, a suicide attempter group and a non-suicidal psychiatric control group completed measures of depression, hopelessness, suicidal ideation and social problem-solving ability shortly after admission, and again 6 weeks later. In addition, a non-psychiatric control group provided baseline data at a single time point.Results. The suicide attempter group displayed poorer problem-solving ability than matched psychiatric controls and this difference persisted despite change in mood. However, although suicidal patients were more passive in their problem-solving style than non-psychiatric controls, they were not significantly more passive than psychiatric controls. Problem-solving did not change with improving mood.Conclusions. Although passivity is not unique to suicidal patients, in combination with the smaller number and less effective alternatives generated, it may increase vulnerability.
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28

Lambdin Kroll, Diana, Joanne O. Masingila, and Sue Tinstey Mau. "Grading Cooperative Problem Solving." Mathematics Teacher 85, no. 8 (November 1992): 619–27. http://dx.doi.org/10.5951/mt.85.8.0619.

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Do your students use cooperative-group work when they are involved in mathematical investigations and problem solving? Many teachers these days answer “yes” because they find that working together helps students become better problem solvers. Teachers who encourage their students to work problems cooperatively, however, frequently do not grade the results of those cooperative sessions, probably because using cooperative groups for classwork is a lot easier than assigning grades for that work.
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29

Nahdi, Dede Salim, Mohamad Gilar Jatisunda, and Vici Suciawati. "Pre-service teacher's ability in solving mathematics problems viewed from Self-Resilience." Malikussaleh Journal of Mathematics Learning (MJML) 4, no. 2 (October 30, 2021): 117. http://dx.doi.org/10.29103/mjml.v4i2.2916.

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The problem-solving ability is still a big problem for students. Many studies show that Indonesian students are still low in solving math problems. One thing that is needed in solving problems is self-resilience, so that students have resilience in facing problems. This study aims to analyze the differences in problem-solving abilities of pre-service elementary school teacher in terms of self-resilience. This study used a Quasi-Experiment method with the type Nonequivalent Pretest-Posttest Control Group. The population of this study were all elementary school teacher candidates at Majalengka University with a sample of 60 respondent. This study resulted in a significant difference in the increase in problem-solving abilities of student-teacher candidates. Based on Self Resilience, the group of students who received Problem Based Learning had higher problem-solving abilities than the group of students who received expository learning. Mathematical problem-solving ability requires students to have self-resilience because in solving problems, a person needs to have confidence in his ability to face problems.
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30

Laapotti, Tomi, and Leena Mikkola. "Problem Talk in Management Group Meetings." Small Group Research 50, no. 6 (July 31, 2019): 728–58. http://dx.doi.org/10.1177/1046496419865023.

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This naturalistic study focuses on problem talk (PT) in hospital management group meetings. The study aims to understand how PT constitutes the hospital organization through the different uses of PT within the meetings, and, therefore, to understand the organizing role of these meetings. The communication as constitutive of organization (CCO) perspective forms the theoretical background of the research. The results of the qualitative analysis show that PT comprises many intertwined tasks that aim to perform the meetings, enhance problem solving, and maintain the relational level of group life. Thus, PT is much more than merely solving problems. In PT, problems are discussed from the viewpoints of the group and the organization. Meetings as an institution and as a nonhuman agent affect organizing because they influence both the group’s communication and organizational processes. Future research on groups should develop the use of the CCO concept of nonhuman agency.
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31

Grey, Susan J. "A structured problem-solving group for psychiatric inpatients." Groupwork 17, no. 1 (January 1, 2007): 20–33. http://dx.doi.org/10.1921/0951824x.17.1.20.

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32

Chiu, Ming Ming. "Group Problem‐Solving Processes: Social Interactions andIndividual Actions." Journal for the Theory of Social Behaviour 30, no. 1 (March 2000): 26–49. http://dx.doi.org/10.1111/1468-5914.00118.

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33

Stockwell, Brent R., Melissa S. Stockwell, and Elise Jiang. "Group Problem Solving in Class Improves Undergraduate Learning." ACS Central Science 3, no. 6 (May 30, 2017): 614–20. http://dx.doi.org/10.1021/acscentsci.7b00133.

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34

Adejumo, Gbemisola, P. Robert Duimering, and Zhehui Zhong. "A balance theory approach to group problem solving." Social Networks 30, no. 1 (January 2008): 83–99. http://dx.doi.org/10.1016/j.socnet.2007.09.001.

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35

Kusiak, Andrew. "Branching algorithms for solving the group technology problem." Journal of Manufacturing Systems 10, no. 4 (January 1991): 332–43. http://dx.doi.org/10.1016/0278-6125(91)90028-z.

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36

Ailey, Sarah H., Arlene M. Miller, Olimpia Paun, Michael Schoeny, Tricia Johnson, Teresa Moro, Arthur Nezu, Tamar Heller, and Janet Melby. "Steps to Effective Problem-Solving in group homes." Contemporary Clinical Trials 72 (September 2018): 62–72. http://dx.doi.org/10.1016/j.cct.2018.07.011.

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37

Mathews, Susann M. "GROUP PROBLEM SOLVING IN THE COLLEGE MATHEMATICS CLASSROOM." PRIMUS 1, no. 4 (January 1991): 430–42. http://dx.doi.org/10.1080/10511979108965642.

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38

Jermier, John M. "Group problem solving: An improved managerial approach, 1988." Leadership Quarterly 2, no. 2 (June 1991): 152–55. http://dx.doi.org/10.1016/1048-9843(91)90028-z.

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39

Ramstad, Yngve. "Group Problem-Solving Exercises: An Application in Economics." To Improve the Academy 4, no. 1 (June 1985): 176–84. http://dx.doi.org/10.1002/j.2334-4822.1985.tb00078.x.

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40

Zhang, Jiajie. "A distributed representation approach to group problem solving." Journal of the American Society for Information Science 49, no. 9 (1998): 801–9. http://dx.doi.org/10.1002/(sici)1097-4571(199807)49:9<801::aid-asi5>3.0.co;2-q.

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41

Wolf, Kay N. "Predicting positive self-efficacy in group problem solving." Human Resource Development Quarterly 8, no. 2 (1997): 155–69. http://dx.doi.org/10.1002/hrdq.3920080209.

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42

Parwati, Ni Nyoman, I. Gusti Putu Sudiarta, I. Made Mariawan, and I. Wayan Widiana. "Local wisdom-oriented problem solving learning model to improve mathematical problem solving ability." Journal of Technology and Science Education 8, no. 4 (June 22, 2018): 310. http://dx.doi.org/10.3926/jotse.401.

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The aim of this study was to describe and to test the effect of problem solving learning model oriented toward Balinese local wisdom (PSBLW) and type of mathematics problems (open and closed problems) on the ability to solve mathematics problem of the fifth grade students of elementary in Singaraja. This quasi-experimental research used non-equivalent control group design with pretest and posttest. The data were analyzed with factorial 2x2 analysis of covariance (Anacova). The sample consisted of the fifth grade students of Elementary School with the total of 152 students spread into 4 classes. The sample was selected by cluster random sampling. The data were collected using mathematics problem solving ability test at the 5% significance level (α = 0.05). The statistical analysis was done with the aid of SPSS 16.0 for Windows. The results showed that (1) the ability, may to solve mathematics problems of the students who learned through PSBLW is higher than those who learned through direct instructional model; (2) the students’ability to solve problems facilitated with open mathematics problems was higher than that with closed mathematics problems. The conclusion is local wisdom-oriented problem solving learning model efective to improve mathematical problem solving ability.
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43

NAKAZNYI, Mykola. "BULLYING: PROBLEM SOLVING ALGORITHM." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 1 No. 2 (2022) (October 14, 2022): 52–56. http://dx.doi.org/10.54891/2786-7005-2022-1-9.

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The article presents the algorithm of actions of pedagogical staff of a general secondary education institution in case of detection of signs or facts of bullying (harassment), namely: notification of bullying (harassment), investigation of the facts of bullying (harassment) by the head of the educational institution, establishment of a commission to consider cases of bullying (harassment) ). Subjects of response and responsibility of persons for committing bullying (harassment) are also considered. The focus is on preventive measures regarding bullying. The main ones are measures of educational influence. It was determined that the main role in solving these issues belongs to the head of the institution, who takes and ensures the necessary measures to provide social, psychological and pedagogical services to students. A practical psychologist and a social pedagogue, within the scope of their job duties, constantly work and diagnose the state of the psychological climate in the team, in which the bullying (harassment) took place; develop a plan for corrective work with the offender and witnesses, parents or their legal representatives; implement an individual rehabilitation program for the victim; develop a plan of preventive measures for the group of observers. And most importantly, they provide support for pedagogical workers who conduct the educational process in a class group where a case of bullying (harassment) has been recorded, providing psychological support for students of education. It has been established that the subjects of response in case of detection of a case of bullying in educational institutions are: the service of the educational ombudsman; services for children; social service centers for family, children and youth; local governments; managers and other employees of educational institutions; founder(s) of educational institutions or a body authorized by him/her; territorial bodies (units) of the National Police of Ukraine. It should be emphasized that the list of measures of educational influence is determined and planned by th bullying, which is created in the institution of general secondary education. It was found that the head of the institution should take and ensure the necessary measures to provide social, psychological and pedagogical services to the students of education. A significant role in this line of work is given to practical psychologists and social pedagogues. A practical psychologist and a social pedagogue, within the scope of their duties, diagnose the state of the psychological climate in the team in which the bullying took place; develop a plan for corrective work with the offender and witnesses, parents or their legal representatives; implement an individual rehabilitation program for the victim; develop a plan of preventive measures for the group of observers.
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44

Kuzovov, K. D., A. P. Konovalchik, A. N. Bezginov, and S. A. Protasov. "APPLICATION OF SUPERCOMPUTER TECHNOLOGIES FOR REASONABLE CHOICE OF RATIONAL ANTIMISSILE DEFENSE GROUP." Issues of radio electronics, no. 3 (March 20, 2018): 127–34. http://dx.doi.org/10.21778/2218-5453-2018-3-127-134.

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Reasonable choice of rational antimissile defense group problem is considered. Suboptimal solution of the problem by consecutive solution of several particular optimization problems through simulation modeling of hostilities with variation of several defense group parameters values is proposed. The necessity of supercomputer technologies application to solve the problem is substantiated. A scheme for solving such particular optimization problems is proposed. The implementation of the software for solving the problem on the supercomputer is considered. On the preliminary results on test launches is generally shown that the developed software allows performing the solving of particular optimization problems, in particular, choosing of rational order of the defense group components interaction organization. The conclusion is given that application of supercomputer technologies for reasonable choice of rational antimissile defense group is possible.
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45

Pekala, Ronald J., Jerome M. Siegel, and Doris M. Farrar. "The Problem-Solving Support Group: Structured Group Therapy with Psychiatric Inpatients." International Journal of Group Psychotherapy 35, no. 3 (July 1985): 391–409. http://dx.doi.org/10.1080/00207284.1985.11491424.

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46

HOFFMAN, L. RICHARD, and GARY B. KLEINMAN. "Individual and Group in Group Problem Solving The Valence Model Redressed." Human Communication Research 21, no. 1 (September 1994): 36–59. http://dx.doi.org/10.1111/j.1468-2958.1994.tb00338.x.

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47

Yusuf, Yusuf. "Gender in Problem Based Learning: Curiosity Analysis, Problem Understanding, and Problem Solving Ability." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 2 (April 30, 2023): 485. http://dx.doi.org/10.33394/j-ps.v11i2.7733.

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Research objectives This is analyze the effect of problem-based learning and gender on students' curiosity, problem understanding, and problem-solving abilities. This research was conducted on two classes of Mataram Model X Madrasah Aliyah students who were selected using cluster random sampling technique. Student curiosity data was measured using a questionnaire instrument, while problem understanding and students' problem solving abilities were measured using a question test instrument. Then, the data were analyzed by MANOVA at a significance level of 5%. The results showed that problem-based learning had a significant effect on curiosity and problem solving abilities, but did not have a significant effect on problem understanding. . The curiosity of male students is higher than that of female students, but the opposite occurs in the conventional group in classes taught with problem-based learning. The problem comprehension of male students was lower than that of female students in both study groups. problem solving of female students is higher than the group of male students. However, gender has no significant effect on curiousity, problem comprehension , and problem solving ability. The interaction of problem-based learning and gender has no significant effect on curiousity problem comprehension and problem solving abilities.
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48

Pate, Larry E., John E. Young, and Robert L. Swinth. "Group Processes in Solving Complex Novel Problems: Implications for Executives' Decision Making." Psychological Reports 62, no. 1 (February 1988): 23–29. http://dx.doi.org/10.2466/pr0.1988.62.1.23.

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This study examined the group problem-solving process with 115 subjects in face-to-face groups responding to complex novel problems. A working theory of group problem-solving behavior in organizational settings was partially tested in a role-play task simulating top executive decision-making. Two problem-solving conditions were examined, a search condition (joint problem-solving) and a no-search condition (authority, impose and vote/mechanistic procedures). No significant differences were found between conditions with respect to (a) type of issue resolutions (integrative versus win-lose), (b) individual goal attainment, and (c) individual member's acceptance. Surprisingly, the direction of the results for completely achieved goals was opposite from that predicted. The findings may have been a result of perceived role ambiguity attributed to the confederate group leader.
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49

Webb, Noreen M., Philip Ender, and Scott Lewis. "Problem-Solving Strategies and Group Processes in Small Groups Learning Computer Programming." American Educational Research Journal 23, no. 2 (June 1986): 243–61. http://dx.doi.org/10.3102/00028312023002243.

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Azzahra, St Fatimah. "PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING." Jurnal Dinamika Pendidikan 9, no. 2 (March 17, 2017): 99. http://dx.doi.org/10.33541/jdp.v9i2.342.

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Abstract:
ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis
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