Self-Responsibility and its Relationship to Problem-Solving Skills A field study on a sample of second-year high school students in Latakia Governorate

Abstract

This research aims to identify the degree of self-responsibility and its relationship to problem-solving skills among second-year secondary school students. Specifically, a higher degree of self-responsibility among second-year secondary school students contributes to enhancing their ability to control their behavior and bear the consequences of their actions, thus reducing instances of disruptive behavior within the school environment. Furthermore, students' possession of problem-solving skills helps them deal with stressful situations in a rational and organized manner, rather than resorting to impulsive or random behavior. To achieve this, the researcher followed the descriptive approach by developing scales for self-responsibility and problem-solving as data collection tools. The sample consisted of 220 male and female students, selected using simple random sampling. The research concluded with the following results: There is a correlation between self-responsibility and problem-solving skills; there are statistically significant differences between males and females in self-responsibility, with females showing higher levels; there are no statistically significant differences between males and females in problem-solving skills. The results were discussed based on the literature provided by the theoretical framework and previous studies. The researcher also presented a set of recommendations and research proposals.