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Related Experiment Video

Updated: Nov 22, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Development and preliminary evaluation of the interpersonal problem-solving inventory for elementary school students.

Cong Khanh Nguyen¹, My Linh Thi Nguyen², Ha Thi Tran¹

¹Hanoi National University of Education, Vietnam.

The British Journal of Educational Psychology

|January 11, 2021

Summary

This study developed the Interpersonal Problem-Solving Inventory for Elementary School Students (IPSIE). Findings show IPSIE is a reliable and valid measure for assessing social problem-solving skills in young children.

Keywords:

elementary school student interpersonal problem-solving interpersonal problem-solving ability interpersonal problem-solving inventory social problem-solving

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Area of Science:

Psychology
Educational Psychology
Child Development

Background:

Existing social problem-solving inventories are designed for adults and adolescents.
These instruments do not adequately capture the interpersonal problem-solving nuances of elementary school students.
A validated scale for assessing interpersonal problem-solving in elementary students is needed.

Purpose of the Study:

To develop the Interpersonal Problem-Solving Inventory for Elementary School Students (IPSIE).
To conduct a preliminary psychometric evaluation of the IPSIE.

Main Methods:

The IPSIE was administered to 516 Vietnamese elementary students (grades 3-5).
Reliability was assessed using internal consistencies (Cronbach's α, McDonald's ω).
Construct validity was examined using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).

Main Results:

The IPSIE demonstrated good internal consistency (Cronbach's α = 0.90, McDonald's ω = 0.82).
Confirmatory factor analysis supported a five-factor structure for the IPSIE with acceptable fit indices.
Concurrent validity was evidenced by significant correlations with other problem-solving measures (r = .667 and r = .482).

Conclusions:

The IPSIE is a well-functioning measure with strong psychometric properties for elementary school students.
The findings support the use of IPSIE for assessing interpersonal problem-solving skills in this age group.
Further research and discussion of limitations and applicability are recommended.