Perspective Chapter: Impact of Assertive Social Skills on Problem Solving of University Students

*Zeimara de Almeida Santos*

### **Abstract**

The entry into Higher Education means the realization of a dream for many people, but along with this achievement difficulties can arise, lack of information on the functioning of the university and expectations that do not match the reality of this context. The new environment can represent a difficult time to have to adapt to deal with criticism, overcome family distance, frustration with some expectations and establish new interpersonal relationships. Students are often surprised by new situations that occur during the course of early academic life and may feel threatened by changes inherent in the university experience. Although the literature recognizes the importance of the construct Social Skills, research in this context reveals difficulties in integrating Assertive Social Skills and Problem Solving that are required in any profession full of interpersonal demands. The present chapter sought to highlight the impact of Assertive Social Skills in Problem Solving in beginning students. The findings contribute positively to the understanding of the process of adjustment to the university context, as they expand the perception of the difficulties experienced by students in academia. In general, we highlight the need for future research that can influence institutional proposals and public policies that strengthen the experience of students and improve training processes in this area.

**Keywords:** social skills, university, higher education, problem solving, creativity

### **1. Introduction**

When entering Higher Education most students face different challenges, such as dealing with new relationships and adjusting to new requirements. These challenges configured by the university context can be exhausting to the point of generating physical and emotional exhaustion of the student. This recent and complex atmosphere can be perceived by undergraduates as a scenario that requires behavior changes. This applies to the understanding of new ways to be evaluated, to follow different methodologies and to receive new content [1], in the act of corresponding to the interpersonal relationships required throughout the training [2] understanding of the expansion of autonomy to test new experiences [3].

In order to manage these difficulties, national and international statistics point out that living with the adversities of the first year in the academic context is critical when students are disposed of cultural and economic resources, even for a limited period to respond satisfactorily. Thus, incoming students are unaware of the new dynamics of the third degree and are often the first family members to attend university, they need special attention from educational institutions, teachers and support programs [4].
