1. Introduction
There are many stress factors for students who continue their university education, such as academic issues, social relationships, and personal development (
Alkhawaldeh et al., 2023). Individuals can mitigate the negative effects of these stressors and subsequent perceived stress by using various adaptive strategies such as forgiveness, social support, and resilience when coping with interpersonal and psychological stress (
Dohrenwend, 2000). Interpersonal problem-solving skills can be an effective tool in coping with these stressors (
Abdollahi et al., 2016).
Problems experienced in interpersonal relationships can negatively affect students’ academic performance (
Peel & Ward, 2022). Forgiveness and interpersonal problem-solving skills can have a positive effect on students’ academic success via providing them with the ability to deal with such problems more effectively (
Chan, 2022).
In addition to all this, university years are a period when individuals interact with different people and develop various social skills (
Khasanzyanova, 2017). Responding forgivingly in conflict situations that they may encounter during this period supports students in establishing healthier and more sustainable relationships in terms of reconciling both parties of the conflict (
Aquino et al., 2006), and is a problem-solving and coping strategy that reconciles the conflicting parties and saves the social relationship for future interactions (
Aquino et al., 2003).
Forgiveness is considered a widely encouraged problem-solving strategy (
Butler & Mullis, 2001). As an adaptive coping mechanism, forgiveness requires softening the evaluation of events (
Rahmandani & Amaranggani, 2023). The forgiveness and problem-solving skills developed during college years can also play an important role in students’ future professional and personal lives (
Dahiya & Rangnekar, 2019;
Antıć & Bogetıć, 2024). These skills can serve as important tools for coping with challenges in the workplace and in personal relationships. Forgiveness and interpersonal problem solving are significant in social interactions, raising questions about whether such problem solving improves when individuals who have forgiven each other interact. Although interpersonal problem solving has been widely studied over the past two decades, research on outcomes influenced by forgiveness remains limited. Recent studies indicate this is a promising area for further exploration. Beyond personal relevance for those with religious or philosophical beliefs, there is a growing body of social science research on forgiveness, especially in clinical, familial, marital, and intercultural contexts (
Alnawas et al., 2022;
Dehdashti-Lesani et al., 2021;
Stephanou & Giorgali, 2020).
Developing forgiveness and interpersonal problem-solving skills in university students could produce positive results both at the individual and societal levels in this context.
The aim of this paper is to examine the relationship between forgiveness and interpersonal problem solving among university students. The following questions were sought:
Is there a significant relationship between forgiveness and interpersonal problem solving among university students?
Does forgiveness predict negative approach to problem (NAP) among university students?
Does forgiveness predict constructive problem solving (CPS) among university students?
Does forgiveness predict lack of self-confidence (LSC) among university students?
Does forgiveness predict not taking responsibility (NTR) among university students?
4. Results
In this section, the results and comments of the analyses carried out within the scope of the research objectives are included (
Table 2).
A Cronbach alpha value above 0.70 indicates that it is quite reliable, and 0.60 and above indicates that it is at an acceptable level of reliability. Skewness and Kurtosis values should be between −2 and +2 for a normal distribution.
The mean, standard deviation, and minimum and maximum values of the HFS and IPSI sub-dimensions are given in
Table 3. These data reveal that the participants’ forgiveness and problem-solving skills show a wide distribution.
Table 4 to be contained the correlation coefficients, shows that there are statistically significant relationships between the HFS scores and the scores of NAP, CPS, LSC, and NTR (
p < 0.05). However, I-PA scores do not show a statistically significant relationship with any of the sub-dimensions of the HFS. (
p > 0.05). For this reason, the regression model planned to be tested between these variables was not tested.
As seen in
Table 5, forgiveness scores explain 25.2% of the variance in NAP (F
3,432 = 48.159;
p < 0.05). SF, FO, SitF scores are statistically significant predictors of NAP scores (
p < 0.05). Accordingly, the following regression equation can be established:
NAP: Negative Approach to Problem; SF: Self-Forgiveness; FO: Forgiveness towards Others; SitF: Situational Forgiveness.
Regression equation to be found reveals that a decrease of 0.709 units is expected with a one-unit increase in the SF variable; a decrease of 0.210 units with a one-unit increase in FO scores and a decrease of 0.788 units with a one-unit increase in SitF scores in NAP scores. In addition, according to the standardized regression coefficients, the order of importance of the predictor variables in explaining the variable of approaching the problem negatively is SitF, SF, and FO, from the most important to the least important, respectively.
Forgiveness scores explain 8% of the variance in the CPS (F
3,432 = 12.353;
p < 0.05) as seen in
Table 6. Among the variables included in the analysis, only SitF scores are a statistically significant predictor of CPS scores (
p < 0.05). Accordingly, the following regression equation can be established:
CPS: Constructive Problem Solving; SitF: Situational Forgiveness
Regression equation to be found indicates that a one-unit increase in SitF scores is expected to result in a 0.436 unit increase in CPS.
Table 7 brings out that forgiveness scores explain 13.4% of the variance related to LSC (F
3,432 = 22.060;
p < 0.05). SF and SitF scores are statistically significant predictors of LSC scores (
p < 0.05). Accordingly, the following regression equation can be established:
LSC: Lack of Self-Confidence; SF: Self-Forgiveness; SitF: Situational Forgiveness
A decrease of 0.176 units is expected in LSC scores with a one-unit increase in SF scores and a decrease of 0.225 units is expected with a one-unit increase in SitF scores according to this regression equation. As to the standardized regression coefficients, of these two predictor variables, SitF has a more important place in the regression model than SF.
Forgiveness scores explain 10.3% of the variance in NTR (F
3,432 = 16.355;
p < 0.05) as seen in
Table 8. SF, FO and SitF scores are statistically significant predictors of NTR scores (
p < 0.05). Accordingly, the following regression formula can be derived:
NTR: Not Taking Responsibility; SF: Self-Forgiveness; FO: Forgiveness towards Others; SitF: Situational Forgiveness.
When the regression equation obtained is examined, a decrease of 0.081 units is expected with a one-unit increase in the SF variable in NTR scores; a decrease of 0.105 units with a one-unit increase in FO scores; and a decrease of 0.107 units with a one-unit increase in SitF scores. In addition, according to the standardized regression coefficients, the order of importance of the predictor variables in explaining the NTR variable from the most important to the least important is FO, SitF and SF, respectively.
5. Discussion
Upon examining the correlation coefficients as to the research sub-question, “Is there a significant relationship between forgiveness and interpersonal problem-solving among university students?”, statistically significant relationships were identified between HFS scores and NAP, CPS, LSC, and NTR scores (p < 0.05). However, I-PA scores did not show a statistically significant relationship with any of the HFS sub-dimensions (p > 0.05). Therefore, the regression model planned to be tested between these variables was not tested.
A statistically significant relationship was found between HFS scores and NAP. This may indicate that individuals with low forgiveness approach problems more negatively. Forgiveness plays an important role in individuals’ emotional regulation (
Ho et al., 2020;
Chilwal & Gautam, 2024), and it can be assumed that more forgiving individuals approach problems more positively and constructively (
McCullough et al., 1997;
Karremans et al., 2003). The result of a significant relationship between CPS and forgiveness may indicate that forgiving individuals adopt more constructive strategies to solve problems. Forgiveness can be an attitude that produces positive outcomes in interpersonal relationships (
Flanagan et al., 2012), helping individuals deal with problems more effectively (
McCullough et al., 2011). The result of a significant relationship between LSC and forgiveness may suggest that forgiveness is related to self-confidence. Forgiving individuals may have more self-confidence (
Turnage et al., 2012), and this confidence may be positively reflected in problem-solving processes. The result of a significant relationship between forgiveness and NTR may indicate that forgiving individuals are more willing to take responsibility. Forgiveness can help individuals accept their own mistakes and the mistakes of others and take responsibility for these situations (
Fisher & Exline, 2006). The fact that there was no significant relationship between I-PA scores and any of the sub-dimensions of the HFS may indicate that these two variables are independent of each other. This may suggest that I-PA is not affected by forgiveness or that forgiveness has no effect on this approach. These results suggest that forgiveness may promote positive problem-solving strategies and reduce negative approaches, but forgiveness does not appear to have an effect on certain strategies, such as I-PA. These results are important for understanding the role of forgiveness in individuals’ interpersonal relationships (
Tsang & Martin, 2018) and how this role is reflected in problem-solving processes (
Massey, 2009). While studies supporting the research are (
Thompson et al., 2005;
Worthington et al., 2007), studies opposing the research are
Luchies et al. (
2010;
Kachadourian et al., 2005).
Forgiveness scores in relation to the sub-question of “Does forgiveness predict negative approach to problem among university students?” explain 25.2% of the variance in approaching the problem negatively (F3,432 = 48.159; p < 0.05). SF, FO, SitF scores are statistically significant predictors of NAP scores (p < 0.05). A one-unit increase in SF variable is expected to result in a 0.709-unit decrease; a one-unit increase in FO scores is expected to result in a 0.210-unit increase; and a one-unit increase in SitF scores is expected to result in a 0.788-unit decrease in NAP scores. In addition, according to standardized regression coefficients, the order of importance of predictor variables in explaining the NAP variable is SitF, SF, and FO, from most to least important.
This paper examined the extent to which university students’ forgiveness levels predicted their NAP. The results showed that forgiveness scores explained 25.2% of the variance related to NAP. This suggests that forgiveness significantly affects NAP and is a significant predictor (
Thomas & Kamble, 2023). Specifically, SF, FO, and SitF scores were each a significant predictor of NAP scores. These results suggest that forgiveness plays an important role in interpersonal problem-solving processes and is effective in reducing NAP (
Karremans & Van Lange, 2004). These results reveal how different dimensions of forgiveness (SF, FO, and SitF) play different roles in interpersonal problem-solving processes. SF and SitF appear to be particularly effective in reducing NAP, while FO appears to have different dynamics and is less effective in reducing NAP. These results suggest that interpersonal relationships and problem-solving skills can be improved through the development of forgiveness (
Li et al., 2021).
Forgiveness scores for the sub-question “Does forgiveness predict constructive problem solving among university students?” explain 8% of the variance in the CPS (F3,432 = 12.353; p < 0.05). Of the variables included in the analysis, only SitF scores were a statistically significant predictor of CPS scores (p < 0.05). A one-unit increase in SitF scores would be expected to result in a 0.436-unit increase in CPS.
Forgiveness is the ability of individuals to forgive negative situations or people they encounter (
Worthington et al., 2007;
Long et al., 2020). CPS is the ability of individuals to effectively and positively solve the problems they encounter (
Noreen & Dritschel, 2023). In this study, forgiveness was found to predict CPS. This suggests that forgiving individuals tend to resolve problems more constructively (
Lathren et al., 2021;
McNulty & Dugas, 2019). Forgiveness can help individuals lighten their emotional burden and adopt a more rational and solution-oriented approach (
Worthington et al., 2007;
Tsang et al., 2006). Forgiveness scores explained 8% of the variance in CPS, indicating that the role of forgiveness on CPS is limited but significant. This result indicates that other factors also play an important role in CPS, but forgiveness is also an important factor to consider (
Fincham & Beach, 2007;
Worthington & Scherer, 2004). These results suggest that forgiveness has a positive effect on CPS skills in university students. This suggests that developing students’ forgiveness skills may help them solve problems they encounter more effectively and constructively (
Türkoğlu, 2014). Forgiveness can reduce the emotional burden on individuals and enable them to think more objectively and rationally. Studies supporting the results are those of
Toussaint et al. (
2001;
Karremans et al., 2003), while studies opposing these results are those of
Fincham et al. (
2006) and
McNulty (
2011).
Forgiveness scores for the sub-question of “Does forgiveness predict lack of self-confidence among university students?” explain 13.4% of the variance in LSC (F3,432 = 22.060; p < 0.05). SF and SitF scores are statistically significant predictors of LSC scores (p < 0.05). A one-unit increase in SF scores would result in a 0.176-unit decrease in LSC scores, and a one-unit increase in SitF scores would result in a 0.225-unit decrease. According to the standardized regression coefficients, SitF has a more important place in the regression model than SF among these two predictor variables.
Forgiveness has been found to predict LSC, indicating that forgiveness has a significant impact on individuals’ self-esteem levels (
Maltby et al., 2001;
Yamhure-Thompson & Snyder, 2003). Forgiveness can help individuals reduce their negative feelings and self-criticism, which can increase self-confidence (
Worthington & Scherer, 2004;
Neff & Germer, 2013). Especially for university students, developing forgiveness skills may contribute to the elimination of LSC. The fact that forgiveness scores explain 13.4% of the variance related to LSC shows that the effect of forgiveness on LSC is significant. This result shows that forgiveness is an important factor on LSC (
Hall & Fincham, 2005), but there are also other factors that affect LSC. These results suggest that forgiveness, particularly SitF and SF, plays an important role in reducing self-confidence deficits in college students. Educational institutions and psychological counseling services can help students increase their self-confidence by designing programs and interventions to improve their forgiveness skills. Such interventions can contribute to students having more successful and satisfying experiences in both their academic and personal lives.
Forgiveness scores explain 10.3% of the variance in NTR regarding the sub-question of “Does forgiveness predict not taking responsibility among university students?” (F3,432 = 16.355; p < 0.05). SF, FO and SitF scores are statistically significant predictors of NTR scores (p < 0.05). A one-unit increase in the SF variable would result in a 0.081-unit decrease; a one-unit increase in FO scores would result in a 0.105-unit decrease; and a one-unit increase in SitF scores would result in a 0.107-unit decrease in NTR scores. In addition, according to the standardized regression coefficients, the order of importance of the predictor variables in explaining the NTR variable is FO, SitF, and SF, from the most important to the least important, respectively.
Forgiveness has been found to predict NTR. This shows that forgiveness has an impact on individuals’ tendency to take responsibility. Forgiveness enables individuals to forgive themselves and others in the face of negative situations and mistakes (
Hall & Fincham, 2005;
McCullough et al., 2000), which may increase their tendency to take responsibility. Forgiving individuals can more easily embrace taking responsibility by admitting their mistakes and learning from them. The fact that forgiveness scores explained 10.3% of the variance regarding NTR shows that the effect of forgiveness on NTR is significant. This result indicates that forgiveness is an important factor on NTR (
Baumeister et al., 1998), but there are also other factors that affect NTR. Of the variables included in the analysis, SF, FO and SitF scores were found to be statistically significant predictors of NTR scores. These results suggest that forgiveness, especially FO and SitF, plays an important role in enhancing the tendency to take responsibility in university students. Forgiveness is generally considered as a process that increases individuals’ responsibility-taking behaviors and produces more positive outcomes in relationships (
McCullough, 2000). People who take responsibility are generally more likely to forgive others (
McCullough et al., 2009;
Walker & Gorsuch, 2002).
This study makes significant contributions to the existing literature on forgiveness and reveals a noteworthy interpersonal dynamic. However, the idea that forgiveness enhances problem-solving skills does not clearly specify the circumstances or ways in which these skills are utilized, necessitating careful interpretation of the results. Furthermore, recent research indicates that agreeableness plays a crucial role in the relationship between forgiveness and conflict resolution effectiveness, aligning with the results of this study (
Dehdashti Lesani et al., 2021;
Kaya & Odacı, 2024;
Safari et al., 2023).
6. Conclusions
In this study, the effect of forgiveness levels of university students on interpersonal problem-solving processes was examined comprehensively. The results revealed statistically significant relationships between HFS scores and NAP, CPS, LSC, and NTR scores. On the other hand, it was determined that I-PA scores did not show a significant relationship with any of the sub-dimensions of the HFS.
Forgiveness scores were found to explain 25.2% of the NAP, 8% of the CPS, 13.4% of the LSC, and 10.3% of the NTR. Analysis results show that SF, FO, and SitF scores are significant predictors of NAP, LSC, and NTR scores. In particular, SitF stands out as the strongest predictor of these three variables, whereas in the CPS, only SitF scores were found to be a significant predictor.
These results indicate that forgiveness significantly affects university students’ problem-solving approaches and self-confidence. Forgiveness plays an important role in reducing NAPs and promoting constructive strategies. However, forgiveness does not appear to have an effect on certain strategies such as I-PA. These results suggest that improving forgiveness can improve students’ interpersonal relationships and problem-solving skills, thereby enabling them to achieve more successful and satisfying life experiences.
These results indicate that forgiveness significantly influences university students’ interpersonal problem-solving approaches and self-confidence. Reduction of Negative Problem-Solving Approaches: Forgiveness, particularly situational forgiveness, appears to play a critical role in helping students manage challenges in a more adaptive and less negative manner. Fostering Constructive Strategies: While forgiveness has a modest impact on constructive problem-solving, its influence through situational forgiveness suggests the importance of context-sensitive forgiveness in interpersonal interactions. Boosting Self-Confidence and Responsibility: Forgiveness contributes to enhanced self-confidence and a greater willingness to take responsibility, potentially aiding students in addressing interpersonal conflicts with greater resilience and accountability. Unexplored Dynamics: Despite these significant relationships, the lack of an association between I-PA scores and forgiveness dimensions raises questions about the contextual or dispositional factors that might mediate or moderate these effects. This suggests that forgiveness may not universally affect all problem-solving strategies and that the relationship may depend on specific interpersonal or situational contexts. Broader Contributions: The results underscore the potential of forgiveness as a psychological resource for enhancing students’ interpersonal relationships and problem-solving skills. Programs that integrate forgiveness-focused interventions could help students develop better conflict resolution strategies, improve self-perception, and strengthen their interpersonal dynamics. Ultimately, these improvements could contribute to more successful and satisfying life experiences. Future Directions: Given the limited impact on CPS and the lack of relationship with I-PA, further research is needed to explore: The role of individual differences, such as personality traits (e.g., agreeableness or openness), in moderating the effects of forgiveness. The influence of contextual factors, such as cultural norms or social support, on how forgiveness translates into problem-solving behaviors. Longitudinal studies to understand the causal pathways between forgiveness, self-confidence, and problem-solving effectiveness over time. In conclusion, this study demonstrates the significant role of forgiveness in shaping university students’ approaches to interpersonal problem-solving. By enhancing forgiveness, students may not only overcome interpersonal challenges more effectively but also foster healthier relationships and a stronger sense of personal agency in their daily lives.
