This study describes the development of a social problem solving test for elementary school students (SPSTE). The SPSTE scales are performance measures of social problem-solving competence that is based on a multidimensional theoretical model of social problem solving and utilized a combined cross-situational and cognitive-behavior-analytic approach. The scales measure the social cognitive-affective aspects, specific-problem defining skills, and basic problem-solving abilities that were used by children in their interpersonal relations in their own words. The SPSTE-A (form A for the 3rd, 4th, and 5th grade students) consists of 50 items through ten interpersonal problematic situations. The SPSTE-A is structured into five subscales that were designed to assess the five dimensions of social problem-solving competence. From three preliminary samples that consist of 417 Vietnamese elementary students (3rd, 4th, and 5th grades), psychometric properties concerning the reliability and validity of the tool were reported. The results provided evidence that the SPSTE has empirically sound psychometric properties and that the scale is a promising multidimentional outcome measure of social problem-solving competence in elementary school students.

中文翻译：

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小学生社会问题解决测试的开发

本研究描述了针对小学生的社会问题解决测试 (SPSTE) 的开发。SPSTE 量表是社会问题解决能力的绩效衡量标准，它基于社会问题解决的多维理论模型，并结合了跨情境和认知行为分析方法。该量表衡量儿童在人际关系中使用的社会认知-情感方面、特定问题定义技能和基本解决问题的能力。SPSTE-A（3 年级、4 年级和 5 年级学生的 A 表）由 50 个项目组成，涉及 10 个人际关系问题。SPSTE-A 分为五个子量表，旨在评估社会问题解决能力的五个维度。从由 417 名越南小学生（3 年级、4 年级和 5 年级）组成的三个初步样本中，报告了有关该工具可靠性和有效性的心理测量特性。结果提供的证据表明，SPSTE 在经验上具有良好的心理测量特性，并且该量表是小学生解决社会问题能力的一个有前途的多维度结果衡量标准。