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The Development and Validation of the Interpersonal Problem-Solving Inventory for Elementary School Students

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Abstract

The study develops and evaluates the interpersonal problem-solving inventory for elementary school students (IPSI). In particular, the study employs a multidimensional interpersonal problem-solving model that is based on the cognitive-affective-behavioral approach to construct a process measure of interpersonal problem-solving inventory for 4th and 5th grade students, especially for elementary school settings in Vietnam. The inventory is a 4-point Likert-type scale consisting of 44 items and five dimensions. The IPSI was administered to a total elementary student sample that consisted of 786 Vietnamese elementary students in fourth and fifth grades (ages: 9–12, M = 10.11, SD = 0.75). The reliability of the IPSI was reported (Cronbach’s α = 0.90; McDonald’s ω = 0.82). EFA was conducted on the first dataset to explore the emerging factor structure of the IPSI. The EFA results suggested an exclusive five-factor solution. CFA was examined on the second dataset to define the theory-driven five-factor structure of the IPSI. The CFA findings indicated that the IPSI consented to the five-factor structure as similar as the EFA results. The assessment of the five-factor model endorsed that five of the six global fit indices (χ2/df = 1.406 < 2, P < 0.001; CFI = 0.928; TLI = 0.924; GFI = 0.875; RMSEA = 0.032 < 0.05; and SRMR = 0.049 < 0.05) are statistically acceptable, suggesting a good fitting model. The results suggest that the scale has acceptable internal reliability and construct validity. Applicability and limitations of the IPSI are discussed. Subsequent studies and possible improvements are proposed.

Highlights

  • The IPSI scale was developed to assess individual problem-solving skills of elementary-age school students to real-life interpersonal issues.

  • The construct validity of the IPSI scale for Vietnamese fourth and fifth grade student samples were analysed using EFA and CFA techniques.

  • The results of examining Cronbach’s coefficient alpha levels indicated that the subscale scores on the IPSI verify good internal consistencies.

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Acknowledgements

The preparation of this manuscript was supported in part by the Research Group on Assessment and Education for Children with Developmental Disorders, Hanoi National University of Education. The authors would like to thanks Hanoi National University of Education.

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Authors and Affiliations

  1. Hanoi National University of Education, Hanoi, Vietnam

    Thao Thi Do, Cong Khanh Nguyen, Quang Vinh Nguyen & Ha Thi Tran

  2. Graduate Academy of Social Sciences, Hanoi, Vietnam

    My Linh Thi Nguyen

  3. Ton Duc Thang University, Ho Chi Minh City, Vietnam

    Hong Gam Thi Luong

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  1. Thao Thi Do
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  2. Cong Khanh Nguyen
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  3. My Linh Thi Nguyen
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  4. Hong Gam Thi Luong
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Correspondence to Cong Khanh Nguyen.

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All procedures performed in the study involving human participants were in accordance with the ethical standards of the responsible committee on human experimentation and with the Helsinki Declaration of 1975, as revised in 2008. We also confirm that the submission protocol of the study has been approved by the institutional ethics committee at Hanoi National University of Education (HNUE) and the Ministry of Education and Training, Vietnam.

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Do, T.T., Nguyen, C.K., Nguyen, M.L.T. et al. The Development and Validation of the Interpersonal Problem-Solving Inventory for Elementary School Students. J Child Fam Stud 31, 3359–3371 (2022). https://doi.org/10.1007/s10826-022-02407-w

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  • DOI: https://doi.org/10.1007/s10826-022-02407-w

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