The interpersonal problem-solving inventory: Development and evaluation in a fourth-grade student sample

Abstract

Developing interpersonal problem-solving competence hold an increasingly important role in the socialization process during childhood and early adolescence. To assess the interpersonal problem-solving ability, a five-dimensional 44 items scale called "Interpersonal Problem-Solving Inventory for Elementary School Students" (IPSI) was developed. The scale was administered to a 637 fourth grade student sample in Vietnam. Internal consistency of the IPSI scale was tested (CR: 0.86–0.88; ω: 0.81–0.84; α: 0.81–0.84). EFA results suggested two-factor and five-factor solutions. However, CFA results indicated that the theory-driven five-factor model seems to be the better fitting model of the two. The initial testing of the five-factor model showed a moderately good fitting model with acceptable global fit indices (CFI: 0.925; TLI: 0.920; RMR: 0.048; and RMSEA: 0.034). The findings supported the discriminant validity between the five constructs of the IPSI scale without detecting the collinearity problems between the latent multicollinearity constructs. The scores of IPSI has acceptable internal consistency and construct validity. The caution is warned referring to the validation and the applicability of this instrument.