Development and Psychometric Evaluation of the Interpersonal Problem-Solving Inventory for Vietnamese Elementary School Students

Autor/inn/en	Nguyen, Cong Khanh; Do, Thao Thi; Nguyen, My Linh Thi; Tran, Ha Thi; Nguyen, Quang Vinh
Titel	Development and Psychometric Evaluation of the Interpersonal Problem-Solving Inventory for Vietnamese Elementary School Students
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 1, S.60-71 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Cong Khanh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2021.1945511
Schlagwörter	Foreign Countries; Elementary School Students; Psychometrics; Interpersonal Competence; Interpersonal Relationship; Problem Solving; Measures (Individuals); Reliability; Student Behavior; Factor Analysis; Factor Structure; Social Problems; Grade 5; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Psychometry; Psychometrie; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Problemlösen; Messdaten; Reliabilität; Student behaviour; Schülerverhalten; Faktorenanalyse; Faktorenstruktur; Social problem; Soziales Problem; School year 05; 5. Schuljahr; Schuljahr 05
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 = 0.56). 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 [alpha] = 0.90; McDonald's [omega] = 0.82). 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 (X[superscript 2]/df = 1.369, p < 0.001; GFI: 0.930; TLI: 0.926; CFI: 0.871; RMSEA: 0.032; SRMR: 0.046). 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01