Development and preliminary evaluation of the interpersonal problem-solving inventory for elementary school students

Bibliographic Data

ID5264845
AuthorsCong Khanh Nguyen (Hanoi National University of Education Vietnam), Khanh Nguyen Cong (0000-0002-2034-9483, Hanoi National University of Education, corresponding author), My Linh Thi Nguyen (0000-0001-7814-1418, Graduate Academy of Social Sciences Hanoi Vietnam), Ha Thi Tran (0000-0002-4570-7507, Hanoi National University of Education Vietnam), Tam An Nu Nguyen (Hanoi National University of Education Vietnam)
Year2021
Volume91
Issue3
Pages1035-1054
Publication date2021-09-01
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12406
PMID33427304
OpenAlexW3118560039
LanguageEN
Citations received2
References cited19

BackgroundSeveral inventories have been developed to assess social problem-solving. However, these instruments originally developed for adult or adolescence and do not capture the full range of main interpersonal relationships over which elementary students resolve daily life interpersonal problems and apply elementary-age typical responses. Therefore, the development of a valid scale to measure interpersonal problem-solving ability in elementary school students is warranted.AimsThis study aimed to develop and perform a preliminary psychometric evaluation of an interpersonal problem-solving inventory for elementary school students (IPSIE).Samples and MethodsThe IPSIE was administered to elementary student samples that consist of 516 Vietnamese elementary school students in grades 3-5. This study examined the reliabilities of International problem behaviour (IPB) and interpersonal problem-solving inventory (IPSI) as well as the construct validity of IPSI. The construct validity of IPSI was investigated by using exploratory factor analysis (EFA) to explore the emerging factor structure of the data. The confirmatory factor analysis (CFA) was utilized to fit the data.ResultsThe reliabilities of IPB and IPSI were assessed by calculating internal consistencies (Cronbach's α = 0.79 vs. 0.90, McDonald's ω = 0.79 vs. 0.82). The EFA results suggested that the IPSI has two-factor structure. The CFA was reexamined to define theory-driven five-factor structure of the IPSI's data. The CFA findings indicated that the scores of IPSI have the five-factor structure as expected with acceptable global fit indices (CFI: 0.943, TLI: 0.939, RMSEA: 0.030, and RMR: 0.046). The concurrent validity of IPSI was tested by calculating correlations between the IPSI and SPSI-R scores (r = .667) and the IPSI and SPSTE-A scores (r = .482).ConclusionsThese finding figures suggest that overall the scales of IPSIE are well-functioning measures with good psychometric properties. Caution and limitations of IPSIE are discussed. Future study and possible applicability are suggested

Confirmatory factor analysis · Construct (python library) · Construct validity · Cronbach's alpha · Developmental psychology · Exploratory factor analysis · Interpersonal communication · Psychometrics · Scale (ratio) · Statistics · Structural equation modeling · Test validity · Cognitive Abilities and Testing · Physical education and sports games research · Problem Solving Skills Development · Psychology · Social Psychology

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