Interpersonal problem-solving ability takes an increasingly important role in the socialization process during childhood. This paper describes the development and preliminary evaluation of the interpersonal problem-solving inventory for elementary school students (IPSI). The IPSI is a process measure structured into 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 Vietnamese elementary student sample that consists of 437 third grade students (M = 8.67, SD = 0.47). The reliability of the tool was reported by calculating internal consistencies (Cronbach’s α = .88; McDonald’s ω = .85). The construct validity of IPSI was investigated by using exploratory factor analysis (EFA) to explore the emerging factor structure of IPSI on the first data set. The confirmatory factor analysis (CFA) was performed on the second data set to define theory-driven five-factor structure of IPSI in comparison with any structure emerged from EFA. The CFA findings indicated that the data verified the theory-driven five-factor model of IPSI. The initial testing of the five-factor model showed a moderately good fitting model with four of the five global fit indices (χ 2 /df = 1.274 < 2, p < .001; CFI: .930; TLI: .926; GFI: .842; and RMSEA: .032 < .05). The results suggest that the scores of IPSI justified adequate internal consistencies and construct/concurrent validities. The IPSI can assess interpersonal problem-solving skills in elementary students. Caution is recommended pertaining to the preliminary evaluation in a Vietnamese third grade student sample.

中文翻译：

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小学生人际问题解决措施：三年级学生样本的发展与初步评价

人际问题解决能力在儿童时期的社会化过程中发挥着越来越重要的作用。本文描述了小学生人际关系问题解决量表（IPSI）的开发和初步评估。IPSI 是一个过程测量，分为五个子量表： 积极解决问题的行为；消极的解决问题的行为；理性解决问题的行为；冲动行为；和回避行为。该量表适用于一个由 437 名三年级学生组成的越南小学生样本（M = 8.67，SD = 0.47）。该工具的可靠性通过计算内部一致性来报告（Cronbach's α = .88；McDonald's ω = .85）。通过使用探索性因素分析 (EFA) 来研究 IPSI 的结构效度，以探索第一个数据集上 IPSI 的新兴因素结构。对第二个数据集进行验证性因子分析 (CFA)，以定义与 EFA 中出现的任何结构相比的 IPSI 理论驱动的五因子结构。CFA 的调查结果表明，数据验证了 IPSI 的理论驱动五因素模型。五因子模型的初始测试显示了一个中等良好的拟合模型，其中包含五个全局拟合指数中的四个（χ 2 /df = 1.274 < 2，p < .001；CFI：.930；TLI：.926；GFI： .842；和 RMSEA：.032 < .05)。结果表明，IPSI 的分数证明了足够的内部一致性和结构/并发有效性。IPSI 可以评估小学生的人际问题解决能力。建议谨慎对待越南三年级学生样本的初步评估。