Background: The ability to problem-solve is one of the high objectives in educational systems. On the other hand, fostering a spirit of help-seeking in various dimensions has been emphasized in the higher-level documents of the education system. Upon reviewing the literature in this area, few studies can be found that provide a basis for presenting a model for problem-solving skills and academic help-seeking based on the five-factor personality dimensions, considering the role of self-concept.
Aims: The aim of the present study was to propose a structural model of problem-solving skills and academic help-seeking based on the five-factor personality dimensions with the mediating role of self-concept in female students.
Methods: The research design was descriptive correlational, utilizing structural equation modeling (SEM). The statistical population of the study included all female high school students in Tehran, totaling 98237 individuals during the academic year 2022-2023. According to the Morgan table, 538 individuals were selected as the sample using stratified random sampling (proportional to students' academic level). Data were collected using the NEO Personality Inventory (1986), Problem-Solving Inventory (Heppner, 2012), Academic Help-Seeking Scale (Ryan & Pintrich, 2007), and the Self-Concept Scale (Rogers, 1975). Data analysis was performed using SPSS 25 and AMOS 24 software.
Results: The results of structural equation modeling indicated a good fit for the model. The findings showed that there is a significant relationship between the five-factor personality dimensions (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness) and students' problem-solving skills and academic help-seeking, with the five-factor personality dimensions collectively explaining 28.5% of the variance in students' problem-solving skills and 38% in academic help-seeking (P< 0.05). The mediating role of self-concept in the model was also confirmed (P< 0.05).
Conclusion: Based on the results, it can be inferred that attention to students' personality profiles by educational system stakeholders can provide a basis for predicting their problem-solving skills and academic help-seeking behaviors. Therefore, it is recommended that school counselors prepare personality profiles for students to be documented in their academic records.
