A Grounded Theoretical Analysis of University Students’ Everyday Problem Solving Process

The purpose of this study is to explore university students’ everyday problem solving process, their changes and meaning. In order to achieve the purpose of this study, data were collected through in-depth interviews with 14 students in second grade or higher who attending universities in Korea. The collected data were analyzed using the constructive grounded theory approach. The study results were as follows. The university students’ everyday problem solving process was derived a total of 3 categories and 10 subcategories: 'perception of everyday problem', 'performing of problem-solving process', and 'termination of a problem situation'. The results of this study helped to in-depth understanding of university students’ everyday problem solving because the study included their voices from the real experiences of everyday. Also, It suggested that various forms of termination of the everyday problem solving process according to changes in university students' perceptions and attitudes. This is significant in that it suggests that university students not only eliminate problem situations through the everyday problem solving process, but also experience growth through positive changes as problem solvers. Through this, this study is expected to provide useful information on the development of educational programs to improve university students' everyday problem solving skills and lay the groundwork for educational intervention through related policy development.