Effect of Social Support on the Problem-Solving Ability of Secondary School Students

Abstract

The present study investigates the effect of social support on the problem-solving ability of secondary school students. The study aims to examine levels of social support and problem-solving ability, compare them across gender, locality, and school type, and explore the relationship between these two variables. A quantitative research approach using the descriptive survey method was employed. The sample consisted of 400 students from classes IX and X in Haridwar district, selected through stratified random sampling. Standardized tools were used to measure social support and problem-solving ability. Statistical techniques such as mean, standard deviation, t-test, and Pearson correlation were applied for data analysis. The findings revealed that students generally possess moderate to high levels of both social support and problem-solving ability. Girls, urban students, and private school students scored higher in both variables compared to their counterparts. A significant positive correlation was found between social support and problem-solving ability, indicating that higher support from family, teachers, peers, and online sources enhances students’ ability to solve problems. Among these, teacher support showed the strongest influence. Additionally, students with high social support demonstrated significantly better problem-solving skills than those with low support. The study concludes that social support is a crucial determinant of students’ cognitive and emotional functioning and plays a vital role in enhancing problem-solving ability.