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

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-07-20 DOI:10.1080/21683603.2021.1945511

Cong Khanh Nguyen, Thao Thi Do, My Linh Thi Nguyen, Hanh Thi Tran, Quang Vinh Nguyen

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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.

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越南小学生人际问题解决量表的编制与心理测量评估

摘要本文介绍了越南小学生人际问题解决量表（IPSI）的发展及其心理测量特性。IPSI由五个分量表组成：积极解决问题的行为；消极解决问题的行为；理性解决问题的行为；冲动行为；以及回避行为。该量表适用于730名越南五年级学生（年龄10-14岁，M=10.70，SD=0.56）。采用了多种心理测量分析，包括经典测试理论（CTT）、探索性因素分析（EFA）和验证性因素分析。IPSI的可靠性是通过计算内部一致性来报告的。研究结果表明，IPSI具有足够的内部一致性（Cronbachα=0.90；McDonaldω=0.82）。EFA研究结果表明IPSI具有双因素结构。CFA的研究结果表明，IPSI具有理论驱动的五因素结构，具有足够的适应度指数（χ2/df=1.369，p<.001；GFI:.930；TLI:.926；CFI:.871；RMSEA:.032；SRMR:.046）。这些发现表明IPSI是一个功能良好的量表，具有良好的心理测量特性。讨论了该量表的建议和薄弱环节。提出了未来的研究和可能的改进。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

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.