{"title":"Development and psychometric evaluation of the interpersonal problem-solving inventory for Vietnamese elementary school students","authors":"Cong Khanh Nguyen, Thao Thi Do, My Linh Thi Nguyen, Hanh Thi Tran, Quang Vinh Nguyen","doi":"10.1080/21683603.2021.1945511","DOIUrl":null,"url":null,"abstract":"ABSTRACT This paper presents the development and psychometric properties of an interpersonal problem-solving inventory for Vietnamese elementary school students (IPSI). The IPSI consists of five subscales: Positive problem-solving behavior; Negative problem-solving behavior; Rational problem-solving behavior; Impulsive behavior; and Avoidance behavior. The scale was administered to a total sample that consists of 730 Vietnamese fifth grade students (age 10–14, M = 10.70, SD = .56). Multiple psychometric analyses were utilized including classical test theory (CTT), exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Reliability of IPSI was reported by calculating internal consistency. Findings showed that the IPSI has adequate internal consistency (Cronbach’s α = 0.90; McDonald’s ω = .82). The EFA findings suggested that the IPSI has two-factor structure. The CFA findings indicated that the IPSI has the theory-driven five-factor structure that has the adequate fitness indices (χ2/df = 1.369, p < .001; GFI: .930; TLI: .926; CFI: .871; RMSEA: .032; SRMR: .046). These findings suggest that the IPSI is a well-functioning scale with good psychometric properties. Recommendations and weak points of the scale are discussed. Future research and possible improvements are proposed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1945511","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2021.1945511","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
ABSTRACT This paper presents the development and psychometric properties of an interpersonal problem-solving inventory for Vietnamese elementary school students (IPSI). The IPSI consists of five subscales: Positive problem-solving behavior; Negative problem-solving behavior; Rational problem-solving behavior; Impulsive behavior; and Avoidance behavior. The scale was administered to a total sample that consists of 730 Vietnamese fifth grade students (age 10–14, M = 10.70, SD = .56). Multiple psychometric analyses were utilized including classical test theory (CTT), exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Reliability of IPSI was reported by calculating internal consistency. Findings showed that the IPSI has adequate internal consistency (Cronbach’s α = 0.90; McDonald’s ω = .82). The EFA findings suggested that the IPSI has two-factor structure. The CFA findings indicated that the IPSI has the theory-driven five-factor structure that has the adequate fitness indices (χ2/df = 1.369, p < .001; GFI: .930; TLI: .926; CFI: .871; RMSEA: .032; SRMR: .046). These findings suggest that the IPSI is a well-functioning scale with good psychometric properties. Recommendations and weak points of the scale are discussed. Future research and possible improvements are proposed.
期刊介绍：
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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