Problem-solving Appraisal Research Articles

Leveraging adversity during pandemics: the role of adaptive cognitive appraisals of self and others in mental health outcomes among students

Researchers have paid limited attention to the role of adaptive cognitive appraisals in conferring resilience. In this study, we demonstrate the influence of positive appraisals of problem-solving ability and social support on mental health outcomes. A random sample of students at a university in South Africa ( n = 322) participated in the study. They completed the Perceived Stress Scale, the Multidimensional Scale of Perceived Social Support, the Problem-Solving Inventory, the Beck Hopelessness Scale, and the Satisfaction with Life Scale. Mediation analysis found that problem-solving appraisal and social support jointly and separately mediated the effects of perceived stress on hopelessness. The combined effect of social support and problem-solving appraisal on life satisfaction was significant; however, only social support was found to mediate the relationship between perceived stress and life satisfaction. The findings indicate that adaptive appraisals of self and others are potential sources of resilience that can buffer individuals from the adverse impact of stressful life events.

Effectiveness of Cognitive Behavioral Therapy (CBT) on Psychological Distress among Mothers of Children with Autism Spectrum Disorder: The Role of Problem-Solving Appraisal.

Mothers of children with autism spectrum disorder (ASD) face considerable psychological distress. Cognitive behavioral therapy (CBT) has shown promise in reducing caregiver burden, but evidence in the Arab world is lacking. Problem-solving appraisal training may optimize CBT's benefits. This study evaluated a tailored CBT program emphasizing the role of problem-solving appraisal in managing distress through the process of CBT. Sixty mothers were randomly allocated in a 1:1 ratio to either the CBT intervention group or the control group. The CBT group received 3-month sessions incorporating problem-solving appraisal training within a CBT curriculum from October 2022 to April 2023. Problem-solving techniques are focused on equipping individuals with the skills to identify, approach, and effectively resolve problems, leading to a reduction in stress levels and an improved capacity to cope with difficult situations. All mothers completed assessments of socio-demographics such as age, level of education, marital status, occupation, and adequacy of family income, the Depression Anxiety Stress Scale (DASS-21) and the Problem-Solving Inventory (PSI) before and after the program. The CBT group showed significant pre-to-post reductions in depression, anxiety, stress, and general psychological distress compared to controls (all p < 0.05). They also exhibited significant improvements in problem-solving confidence, approach-avoidance style and personal control (all p < 0.05). The customized CBT program markedly improved psychological well-being for mothers of children with ASD in Egypt. Incorporating problem-solving techniques may optimize CBT's benefits cross-culturally. These findings have implications for the implementation of evidence-based support programs for families impacted by ASD worldwide.

The role of problem solving appraisal and support in the relationship between stress exposure and posttraumatic stress symptoms of military spouses and service member partners.

Using a stress process lens, this paper considers the interrelationship between individual and family-level stress exposures and military spouse resources, including problem-solving appraisals and problem-solving support (PSS), and their associations with posttraumatic stress symptoms (PTSS) among both partners in military marital dyads. The study employs data from the Millennium Cohort Family Study, a longitudinal survey of married military dyads, with an initial panel of 9,872 spouses enroled from 2011 to 2013. A structural equation model explored the associations between service member and spouse childhood maltreatment exposure, nonmilitary and military stressors, as well as interactions with spouse resources on self-reported PTSS among both service member (SM) and spouse (SP). Among our findings, spouse childhood maltreatment muted later self-reported problem-solving appraisal and support. Spouse resources, in turn, had both protective (problem-solving appraisal) and promotive (problem-solving support) effects on PTSS for both service members and spouses. These findings emphasise the central role of spouses in military families, as more psychological resources among spouses appeared to buffer against the deleterious effects of stress exposure on both their own and their partners mental health.

Impact of Maternal Employment on Adolescent Personality Traits and Problem Solving Appraisal

Purpose This study investigates the impact of maternal employment on the character and problem-solving abilities of their children. As the number of women entering the workforce continues to rise, researchers have debated whether maternal employment is beneficial or detrimental to children. The quality of life for adolescents depends on their relationship with their mothers, and this relationship is a significant determinant of their wellbeing. Method: To explore this relationship, adolescents of employed and non-employed mothers were randomly selected from schools while controlling for variables such as joint family system, religion, gender, and age. The Dimensional Personality Inventory (DPI) by Mahesh Bhargava and Problem-Solving Appraisal (PSI) were used to collect data. Findings: The results show a significant difference between the adolescents of employed and non-employed mothers. The study found that the attachment between literate employed mothers and their daughters is deteriorating, but this attachment has less impact on boys than on girls. Practical Implication: Based on the findings, the paper provides suggestions for future research. Conclusion The research indicates notable dissimilarities between the personality traits and problem-solving appraisal of adolescents of working and non-working mothers. According to the findings, working mothers exhibit more efficiency and competence in managing interpersonal relationships, whereas non-working mothers demonstrate greater responsibility and better judgment skills, as well as being more capable of inspiring individuals to take action. Furthermore, there are significant variations in self-development characteristics, including self-awareness, self-efficacy, confidence in problem-solving, and integrity. Keywords: Self-control, Dimension, Attachment, Adolescents, Working and Non-working Mothers

Resisting Fear: The Role of Problem-Solving Appraisals in Post-Traumatic Stress Disorder and Depression

The COVID-19 pandemic represented a global public health emergency and was associated with adverse mental health outcomes. Individual differences in response to traumatic stressors can be attributed to subjective cognitive appraisals. The current study investigated the role of problem-solving appraisals in the association between COVID-19-related fear and mental health outcomes. Participants were university students (N = 322). They completed a web-based survey comprising the Center for Epidemiological Studies depression scale, the fear of COVID-19 scale, the problem-solving inventory, the post-traumatic stress disorder (PTSD) checklist, and the satisfaction with life scale. Correlational analysis revealed that a heightened fear of COVID-19 was related to greater PTSD and depressive symptoms and a lower life satisfaction. Self-appraised ineffective problem-solving was associated with higher levels of PTSD and depression and a lower life satisfaction. Problem-solving appraisal moderated the relationship between fear of COVID-19, life satisfaction, PTSD, and depression, respectively. The findings suggest that problem-solving appraisals are a protective resource and have the potential to promote positive psychological functioning among young adults.

Toward a Positive Life beyond COVID-19: Problem-Solving Appraisal as a Resistance Resource in the Relationship between Stress and Well-Being in Students.

The COVID-19 pandemic is a major global stressor that has been associated with elevated risk of negative mental health symptoms. As a helping profession, our main task should be identifying factors that may shield individuals from the negative consequences of stress, rather than only focusing on the causes and symptoms of stress. One such factor, identified in the literature, is an individual's perception of their problem-solving skills. In this study we investigate the role of problem-solving appraisal in the association between perceived stress and psychological well-being. Participants were students (n = 322) who completed the Problem Solving Inventory, the Perceived Stress Scale, the short forms of the trait scale of the State-Trait Anxiety Inventory, and the Beck Hopelessness Scale. The results demonstrate the health-sustaining benefits of problem-solving appraisal, as all dimensions of problem-solving appraisal (problem-solving confidence, approach-avoidance style, and problem-solving control) were directly associated with hopelessness and anxiety. The stress-buffering role of problem-solving appraisal with respect to hopelessness was demonstrated through the interaction between perceived stress and problem-solving appraisal. However, problem-solving appraisal did not buffer the effects of stress on anxiety. The findings indicate that problem-solving appraisal may be an important protective resource that could be beneficial for coping with other negative events and experiences beyond COVID-19. The implications of these findings for interventions are discussed.

A PROACTIVE Coping Scale for U.S. College Students: Initial Evidence and Implications

The present studies report the development of a PROACTIVE coping scale to evaluate actions used by U.S. college students to prevent or prepare for potential future stressors. Results of EFA and CFA using two samples of U.S. college students (total N = 1123) indicated the viability and stability of a 19-item four-factor model of proactive coping: Active Preparation, Ineffective Preparation, Self-Management, and Utilization of Social Resources. The scale demonstrated good psychometric properties, and each factor represents a meaningful and distinctive facet of proactive coping behavior. Concurrent and incremental validity estimates indicated that the subscales of the scale were (a) associated with problem-solving appraisal, future-oriented thoughts, life satisfaction, and optimism in expected ways, and (b) accounted for more variance on life satisfaction beyond the effect of the problem-solving appraisal. The results from this study indicate the importance of broadening coping to include proactive coping and how proactive coping is associated with various psychological outcomes.

Cognitive Adaptation to Stress and Trauma: The Role of Self-Appraised Problem-Solving in Posttraumatic Stress Disorder

Background Cognitive appraisals play a fundamental role in mental health outcomes following exposure to trauma. Appraisals influence emotional reactions, coping responses, and adaptation to stress and represent a modifiable factor that can serve as a central focus for intervention. Most studies have primarily focused on the role of dysfunctional cognitions in the persistence of posttraumatic stress disorder (PTSD). In this study, we extend research in this area by investigating the role of problem-solving appraisal, an adaptive cognitive strategy, in the association between stress and PTSD. Methods A total of 322 participants completed the Perceived Stress Scale, the problem-solving inventory (PSI), and the PTSD Checklist for DSM-5. Descriptive statistics were generated, and intercorrelations and mediation analysis were performed. Results Problem-solving confidence and personal control partially mediated the relationship between stress and PTSD. However, contrary to existing research, the approach-avoidance style, which is a subscale of the PSI, did not mediate the relationship between these variables. Conclusion Interventions for PTSD should incorporate a complementary focus on developing and increasing adaptive cognitions pertaining to personal control and confidence in problem-solving abilities. This could potentially form part of a broader process of rebuilding the individual's cognitive worldview following exposure to trauma.

A Research on the relationship between problem-solving appraisal, attention, and visuospatial skills of first-year architecture students

The first-year students in architectural education must deal with design exercises and studio processes that involve problems they have not encountered before. It is essential to understand the intellectual and cognitive personal resources students use to deal with the unique problems and issues of the first year. Attention and their appraisal of their own problem-solving skills can be presented as one of the primary personal resources. These resources should be considered in terms of student-centered and personalized, healthy, and sustainable learning. This dimension of learning is of great importance, especially in the emergency distance education process due to the COVID-19 pandemic. The objective of the study is to investigate the relationship between problem-solving appraisal, attention, and visuospatial skills of first-year architecture students. The research is an experimental study. Neuropsychological assessment tools and scales were used. There are Turkish standardization studies for these neuropsychological assessment tools. These tools have norm values on a healthy sample, which were benefited as control group scores. For visuospatial skills, Raven Standard Progressive Matrices test and Benton Judgment of Line Orientation test;for attention, STROOP test TBAG version were administrated. Problem-Solving Appraisal Inventory were given to record the students' their own validation and assessment on their own problem-solving skills. Participants were volunteer first-year architecture students, who complied with the inclusion criteria. The sample was composed of 40 (26, %65.0, female, 14, %35.0, male) students. Age range was 18-22. It was observed that the students participating in the study evaluated their own problem-solving skills positively. It was found that female participants evaluated their problem-solving skills as more advanced regarding to planfulness factor, whereas for male students it was the self-confidence factor. The neuropsychological test performances of the participants who evaluate their own problem-solving skills negatively were lower. Findings suggest that participants whose problem-solving skills are incompatible with the age group need improvement in decision-making, action, part-whole relationship, visual motor speed, and resistance to confounders or distractors. It was concluded that students who evaluated themselves as better problem solvers in evaluative approach, self-confidence and planfulness dimensions performed better in visuospatial assessment. Architectural education raises issues and challenges which might be quite problematic for the first-year students. Students are expected to gain knowledge, skills, and competence in a new field. Design exercise itself is either undefined or ill-defined. Focusing mainly on the non-working, inconsistent, or missed opportunities instead of positive aspects of the design proposal initiates new challenges that the students must encounter. Students are expected to formulate and manage their problem-solving challenge, which is mostly supported with negative feedbacks and criticism. It is possible to claim that the academic performance of a person who is made to feel worthless by reinforcing their negative judgments about their own skills and competencies decreases. Creativity and innovation, critical thinking, problem solving, decision making, learning to learn, metacognitive awareness, communication and collaboration are the 21st century skills which are the key skills preparing the societies and individual to the future. The COVID-19 pandemic and the measures taken to combat the epidemic, especially emergency distance education, have reminded the vital importance of the skills mentioned above. The skills emerge and develop individually on the basis of personal resources and individual's social context. The idea that these skills can be improved by means of architectural design education is not a defensible claim within the scientific framework of learning and development. Studies in the areas of learning and development recommend the understanding, evaluation and appraisal of the student's own personal intellectual and cognitive resources. The design exercise proceeds through processes similar to solving real life problems. The studio environment can be defined as a social learning environment based on problem solving. How first year architecture students appraise their own problem-solving skills has not been studied sufficiently. The benefits of these research can be listed as follows: Students' individual differences can be revealed. Changes in their academic performance can be observed. Students' attitudes towards feedback can be explained. The relationship between students' attitudes towards their own skills and competencies and their academic performance can be observed and studies can be carried out to improve performance. The findings of these and similar studies show that individuals' metacognitive awareness, self-efficacy perceptions of their knowledge, skills and competencies and their self-control over them are the keys to intellectual and academic development.

Pathways to health: conceptual clarification and appropriate statistical treatment of mediator, moderator, and indirect effects using examples from burnout research

In my role as consulting statistical editor for the South African Journal of Psychology, I have witnessed a steady increase in articles that focused on the presumed role of mediator and moderator variables. While straightforward cause–effect studies have an important explanatory role, our task in the helping profession is to identify those factors that ‘intervene’ and make individuals differentially vulnerable in the cause–effect relationship. However, in a significant number of papers I have reviewed, there appeared to be considerable conceptual confusion about these variables with moderator and mediator often used interchangeably. In addition, no single paper I have reviewed considered indirect effects. This article attempts to differentiate between the various roles that a third variable can play in the adverse condition–wellbeing relationship (e.g., the stress–depression relationship). In addition, the appropriate statistical procedures for testing these roles are demonstrated using burnout research data. In this particular research project, 207 secondary school teachers completed a range of research questionnaires designed to assess among others burnout, work environment, social support, personal competence, coping, and problem-solving appraisal. Using this data, the various roles that third variables can play are demonstrated using hierarchical regression analyses.

Peers, proactivity, and problem-solving: A multilevel study of team impacts on stress appraisals of problem-solving demands

ABSTRACT To date, there is a paucity of research on team-level impacts on the individual stress appraisal process despite the recognised role of teams for solving problems. Applying a multilevel approach, this study investigates the cross-level impact of team problem prevention behaviours on employee stress appraisals of problem-solving demands. It was hypothesised that team problem prevention would moderate the individual-level relationship between problem-solving demands and stress appraisals. Data were collected from 43 work teams comprised of 192 team members including all team leaders who also provided evaluations of their team’s problem prevention behaviour. Results supported the hypothesised cross-level moderating effects on challenge appraisal, but not threat appraisal. As one of the first studies to demonstrate that stress appraisals are impacted by the group, not just by individual factors, the results support a multilevel conceptualisation of stress appraisals. The findings also highlight implications for practice, broadening the scope of possibilities for stress management interventions to utilise team-level strategies such as leadership development programmes and/or team building initiatives.

Psychometric properties of the problem solving inventory in a Singapore young male adult sample

The Problem Solving Inventory (PSI) is a widely used instrument that measures problem-solving appraisal, which has been associated with suicidal ideation. However, the PSI has yielded different factorial structures in Western and Asian studies. The aim of the current study was to evaluate the psychometric properties of the PSI with a Southeast-Asian sample made of 342 young adult males living in Singapore. The participants completed the PSI, Depression Anxiety Stress Scale (D-Scale), Interpersonal Needs Questionnaire, Hope Scale, and Suicidal Ideation Scale. Confirmatory factor analyses showed that the data fitted a three-factor model (problem-solving efficacy [PSE], rational coping [RC], and dysfunctional coping [DC] factors), supporting previous findings in Asia. Appropriate internal reliability for the total (.83) and the three subscales, .85 (PSE), .72 (RC), and .73 (DC), was found. Convergent validity was shown by significant correlations between problem solving appraisal and depression, interpersonal needs, and hope. Predictive validity was attested with positive correlations between problem solving appraisal and suicidal ideation. Concurrent discrimination was also demonstrated by differences in problem-solving appraisals between groups with low and high depression, interpersonal needs, hope, and suicidal ideation. The findings showed that the PSI with a three factors solution was a valid and reliable scale for use with young male Singaporeans.

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

This study aimed to examine: 1) teachers’ self-reported emotions experienced at school, problem-solving appraisal, self-efficacy and school collective-efficacy; 2) the effects of self-efficacy on the formulation of collective-efficacy and problem-solving appraisal, and on the impact of problem-solving appraisal on collective-efficacy; 3) the influential role of efficacy beliefs, problem-solving appraisal and their inter-effects in the emotions; and 4) the effect of teaching level (primary/secondary school) in the examined concepts. The sample consists of 256 primary and secondary school teachers, 92 men and 164 women, who came from various Greek state schools. Data were collected at the middle of a school year, and they were analyzed between and within groups across all constructs. The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, particularly context-, task- and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal (except for personal control that was low); 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving. The findings are discussed with respect to their practical applications and future research.

The Examination of the Relation between Teacher Candidates’ Problem Solving Appraisal and Utilization of Motivated Strategies for Learning

This study examines the relation between teacher candidates’ problem solving appraisal and utilization of motivated strategies for learning. The study has been carried out with 416 teacher candidates. A correlation has been used between problem solving appraisal and utilization of motivated strategies for learning. Besides, regression analysis has been used to find out whether problem solving appraisal predicts utilization of motivated strategies for learning. In addition, it has been questioned whether various variables (gender, department, class level) and problem solving appraisal have a common effect on utilization of motivated strategies for learning. Results indicate that for both women and men, there is a significant and negative sided relationship between problem solving appraisal and utilization of motivated strategies for learning. Besides, except Elementary Science Education and Early Childhood Education departments, for all the departments, there is a significant relationship between problem solving appraisal and utilization of motivated strategies. Finally, it has been found that problem solving appraisal predicts utilization of motivated strategies significantly, but there is not a common effect of problem solving appraisal and various variables (gender, department, class level) on utilization of motivated strategies for learning.

Problem Solving Style, Perceived Burdensomeness and Suicide Ideation among College Students

Objectives: Recent evidence suggests that suicidal ideation is increasing among college going students, it is essential to upsurge our knowledge concerning the etiology of suicidal ideation among students. This study was conducted to examine the relationships between problem-solving skills appraisal, perceived burdensomeness, and suicidal ideation among University students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components: problem-solving confidence, approach-avoidance style, and personal control of emotion) and perceived burdensomeness as predictors of suicidal ideation. Methods: The participants consisted of 350 students from NCR located Universities. Results: Regression analysis estimated that undergraduate students with avoiding style, poor problem-solving confidence, limited personal control of emotion and perceived burdensomeness were associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) and perceived burdensomeness predicted the suicidal ideation. Conclusion These findings underline the importance of studying contributing processes that explain how problem solving and perceived burdensomeness affects suicidal ideation.

Problem-solving appraisal as mediator, moderator and predictor of smoking-abstinence effects

IntroductionThere are extensive investigations explaining smoking abstinence effect, yet little is known about the cognitive and metacognitive mechanisms that underlie the severity of smoking abstinence effects. Several studies reported that that problem-solving appraisal is associated with psychological maladaptive behaviors, such as depression, anxiety.ObjectivesExamining the role of problem-solving appraisal as mediator, moderator and/or predictor of the severity of withdrawal symptoms and probably relapse.AimsStudying the role of problem-solving appraisal in the severity of smoking abstinence withdrawal symptoms.MethodsThe present study utilized a two-group pretest and posttest design to examine the mediating, moderating and predicting role of problem-appraisal of smoking-abstinence effects. A total of 92 adult men smokers were administered the problem-solving inventory (PSI-Ar) as well as several self-report measures of most reported smoking abstinence effects (pre-test), and then were asked to stop smoking for 48 h and administered again the same measures except the PSI-Ar (post-test).ResultsThe results revealed that problem-solving appraisal acts as a possible mediator and predictor but not moderator of the severity of smoking-abstinence effects. The individuals with who appraised themselves as ineffective problem solvers have shown more sever abstinence effects i.e. somatization, depression, general anxiety, panic, mood states, smoking urges, insomnia and habitual sleep duration.ConclusionsProblem-solving appraisal plays a key role in severity of smoking-abstinence effects by means of mediating the relationship between abstinence effects before and after smoking abstinence. The findings are discussed in the context of future research and possible intervention recommendations.Disclosure of interestThe author has not supplied his declaration of competing interest.

Emotional intensity reduces later generalized anxiety disorder symptoms when fear of anxiety and negative problem-solving appraisal are low

While research based on the emotion dysregulation model indicates a positive relationship between intense emotions and generalized anxiety disorder (GAD) symptoms, emotion-focused intervention involves the use of techniques to enhance emotional experiences, based on the notion that GAD patients are engaging in avoidance strategies. To reveal the conditions under which intense emotions lead to reduced GAD symptoms, we designed a longitudinal study to monitor changes in GAD symptoms among students (N = 129) over 3 months. Our focus was on possible moderators of the effect of emotional intensity. Results indicated that when fear of emotions and negative appraisals about problem solving were low, negative emotional intensity reduced later GAD symptoms. Moreover, under the condition of high responsibility to continue thinking, emotional intensity tended to reduce later GAD symptoms. Results suggest that reduced fear of emotions and reduced negative appraisals about problem solving may enhance the use of emotional processing techniques (e.g., emotional exposure). The interaction between responsibility to continue thinking and emotional intensity requires further examination.

The Relationship of Personality Type, Problem-Solving Appraisal, and Learning Strategies

The present study examined the relationship between problem-solving appraisal (problem-solving inventory), various personality styles (Myers–Briggs Type Indicator), and learning strategies. Specifically, it was hypothesized that problem solving appraisal would mediate, fully or partially, the relationship between personality styles and learning strategies. A total of 577 Italian adolescents (187 boys and 390 girls), aged 17–19 years, were involved. Results obtained confirmed that problem-solving appraisal was a significant mediator of the relationship between personality styles and learning strategies. These results have important implications for practice and underscore that specific problem-solving training may improve critical learning strategies for Italian youth with extroversion, intuition, thinking, and judgment personality styles.

Hardiness and Problem-Solving Skills as Preventive Factors against Smoking among Adolescents

Smoking is the biggest threat to public health, and it remains a serious cause of death in the world; therefore, it is essential to develop our knowledge concerning the attitudes among adolescents toward cigarette smoking. This study was conducted to examine the associations among hardiness, problem-solving skills appraisal and attitude towards cigarette smoking in adolescents. The participants comprised of 550 high school students from Tehran, completed the self-report questionnaires. The structural equation modelling (SEM) estimated that adolescents with a high ability for hardiness, effective problem-solving confidence, internal personal control and approaching coping styles were more likely to report negative attitude towards cigarette smoking. The findings promote the value of problem-solving skills and hardiness as protective factors against smoking.

The Problem-Solving Inventory: Appraisal of Problem Solving in the Arab Context, Factor Structure, and Validation

The Problem-Solving Inventory (PSI) is a self-report measure of applied problem solving that is commonly used in various ethnic groups and cultures. The present study developed a 27-item inventory and labeled the Arabic version the “PSI-Ar.” The PSI-Ar was validated by examining its psychometric properties, the replicability of its factor structure, and its measurement equivalence across genders as well as possible latent mean differences between genders based on 4 studies with 2,072 Egyptian college students (Study 1, N = 607; Study 2, N = 321; Study 3, N = 550; and Study 4, N = 915). Respondents from Study 2 were included into the Study 4 sample. The first study identified 3 PSI factors in the Egyptian sample, similar to those originally identified by Heppner and Petersen (1982) . The second study cross-validated the PSI-Ar in a different sample, demonstrating the replicability of the factor structure and the stability of the findings across different samples. Study 3 provided evidence for the construct validity and test–retest reliability of the PSI-Ar. Finally, Study 4 provided evidence for the measurement invariance of the PSI-Ar across gender and revealed that no latent mean differences exist between genders for the total PSI and the three factors. The findings of the present study supplement the emerging evidence for the validity of the PSI in various cultures and have implications for assessment and practice related to problem-solving appraisals in the Arab cultural context.