Girgin Büyükbayraktar Çağla, Barbaros Yalçın Süleyman, Yavuz Öztürk İsmail, Say Serkan
Department of Social Work, Beyşehir Ali Akkanat School of Applied Sciences, Selçuk University, Konya 42700, Turkey.
Department of Educational Sciences, Guidance and Psychological Counseling Program, Ahmet Kelesoglu Faculty of Education, Necmettin Erbakan University, Konya 42090, Turkey.
Behav Sci (Basel). 2025 Jan 1;15(1):35. doi: 10.3390/bs15010035.
This study explores the relationship between forgiveness and interpersonal problem-solving skills among university students using a correlational design. The sample includes 443 students aged 18-26 from Mersin and Selçuk Universities, selected through convenience sampling. Data were collected using the Heartland Forgiveness Scale, the Interpersonal Problem-Solving Inventory, and a personal information form. Pearson correlation and multiple regression analyses were conducted. Results indicate significant relationships between forgiveness and problem-solving skills. Forgiveness positively predicts constructive problem-solving (r = 0.45, < 0.01) and negatively correlates with negative approaches to problems (r = -0.37, < 0.01), lack of self-confidence (r = -0.29, < 0.01), and unwillingness to take responsibility (r = -0.31, < 0.01). Forgiveness explains 25.2% of the variance in negative approaches, 8% in constructive problem-solving, 13.4% in self-confidence, and 10.3% in responsibility avoidance. Self-forgiveness, forgiveness of others, and situational forgiveness are significant predictors across these dimensions. Findings suggest that forgiving students manage interpersonal conflicts more positively, with reduced negative emotions and avoidance behaviors. Promoting forgiveness and problem-solving skills through educational programs may enhance students' social harmony, adjustment, and life satisfaction, benefiting both individuals and society. This aligns with existing literature highlighting the emotional and relational benefits of forgiveness.
本研究采用相关设计，探讨了大学生宽恕与人际问题解决能力之间的关系。样本包括来自梅尔辛大学和塞尔丘克大学的443名年龄在18 - 26岁之间的学生，通过便利抽样选取。数据通过《中心地带宽恕量表》、《人际问题解决量表》和一份个人信息表收集。进行了皮尔逊相关性分析和多元回归分析。结果表明宽恕与问题解决能力之间存在显著关系。宽恕正向预测建设性问题解决（r = 0.45，p < 0.01），并与对问题的消极态度（r = -0.37，p < 0.01）、缺乏自信（r = -0.29，p < 0.01）以及不愿承担责任（r = -0.31，p < 0.01）呈负相关。宽恕解释了消极态度中25.2%的方差、建设性问题解决中8%的方差、自信中13.4%的方差以及责任回避中10.3%的方差。自我宽恕、对他人的宽恕和情境宽恕在这些维度上都是显著的预测因素。研究结果表明，宽容的学生能更积极地处理人际冲突，减少负面情绪和回避行为。通过教育项目促进宽恕和问题解决能力可能会提高学生的社会和谐度、适应能力和生活满意度，对个人和社会都有益。这与现有文献中强调宽恕的情感和关系益处相一致。
