<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062020000100207</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v30.n.63.s14680</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ADAPTAÇÃO E VALIDAÇÃO DO INVENTÁRIO DE RESOLUÇÃO DE PROBLEMAS SOCIAIS PARA ESTUDANTES DO ENSINO SUPERIOR]]></article-title>
<article-title xml:lang="en"><![CDATA[ADAPTATION AND VALIDATION OF THE SOCIAL PROBLEM SOLVING INVENTORY FOR HIGHER EDUCATION STUDENTS]]></article-title>
<article-title xml:lang="es"><![CDATA[ADAPTACIÓN Y VALIDACIÓN DEL INVENTARIO DE RESOLUCIÓN DE PROBLEMAS SOCIALES PARA ESTUDIANTES DE EDUCACIÓN SUPERIOR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Adriana Benevides]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mourão]]></surname>
<given-names><![CDATA[Luciana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Marcia Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Salgado de Oliveira Universidade do Estado do Rio de Janeiro ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Salgado de Oliveira  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,União Nacional das Instituições de Ensino Superior Privadas  ]]></institution>
<addr-line><![CDATA[Duque de Caxias Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>30</volume>
<numero>63</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062020000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062020000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062020000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A resolução de problemas sociais é um processo cognitivo-comportamental em que o indivíduo aprende comportamentos efetivos, com maior chance de selecionar os mais eficazes e de avaliar e compreender as implicações de cada ação. Este estudo teve o objetivo de adaptar e validar o Inventário de Resolução de Problemas Sociais e avaliar a relação com a Escala de Modos de Enfrentamento. Participaram 600 estudantes em duas amostras: uma com 381 e outra com 219, de ambos os sexos, idades e cursos de graduação variados. Os resultados apontaram uma estrutura fatorial de três dimensões e 16 itens para a Escala de Resolução de Problemas para Universitários e uma associação positiva com a Escala de Modos de Enfrentamento. O estudo contribui para a identificação de perfis dos universitários brasileiros no processo de enfrentamento de problemas. Sugere-se que a escala seja aplicada em outras amostras, especialmente em estudantes com baixo rendimento escolar e histórico de evasão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Social problem solving is a cognitive behavioral process in which the individual learns effective behaviors that make him more likely to select the most effective ones and to evaluate and understand the implications of each action. This study aimed to adapt and validate the Social Problem Solving Inventory and to evaluate its relationship with the Coping Modes Scale. Six hundred students participated in two samples: one with 381 and another with 219, of both sexes, and varied ages undergraduate courses. The results showed a factorial structure of three dimensions and 16 items for the Problem Solving Scale for University Students and a positive association with the Coping Modes Scale. The study contributes to the identification of profiles of Brazilian university students in the process of coping with problems. It is suggested that the scale be applied to other samples, especially to students with low school performance and dropout history.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La resolución de problemas sociales es un proceso cognitivo conductual en el que el individuo aprende comportamientos efectivos, con mayor probabilidad de seleccionar los más efectivos y evaluar y comprender las implicaciones de cada acción. Este estudio tuvo como objetivo adaptar y validar el Inventario de Resolución de Problemas Sociales y evaluar la relación con la Escala de Modos de Afrontamiento. Participaron 600 estudiantes en dos muestras: una con 381 y otra con 219, de ambos sexos, edades y varios cursos de pregrado. Los resultados mostraron una estructura factorial de tres dimensiones y 16 ítems para la Escala de Resolución de Problemas para Estudiantes Universitarios y una asociación positiva con la Escala de Modos de Afrontamiento. El estudio contribuye a la identificación de perfiles de estudiantes universitarios brasileños en el proceso de afrontamiento de problemas. Se sugiere que la escala se aplique a otras muestras, especialmente a estudiantes con bajo rendimiento escolar e historial de abandono escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Resolução de Problemas Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Estudante Universitário]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Psicológica]]></kwd>
<kwd lng="en"><![CDATA[Social Problem Solving]]></kwd>
<kwd lng="en"><![CDATA[College Student]]></kwd>
<kwd lng="en"><![CDATA[Psychological Assessment]]></kwd>
<kwd lng="es"><![CDATA[Estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas sociales]]></kwd>
<kwd lng="es"><![CDATA[Evaluación psicológica]]></kwd>
</kwd-group>
</article-meta>
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