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Validity and Reliability of the Problem Solving Inventory (PSI) in a Nationwide Sample of Greek Educators

Author

Listed:
  • Ntina Kourmousi

    (Primary Education Directorate of Eastern Attica, 150 Lavriou Ave & 4 Andrikou str., 15454 Glyka Nera, Greece)

  • Vasiliki Xythali

    (Primary Education Directorate of Eastern Attica, 150 Lavriou Ave & 4 Andrikou str., 15454 Glyka Nera, Greece
    Early Childhood Education, University of Ioannina, P.O. Box 1186, 45110 Ioannina, Greece)

  • Maria Theologitou

    (Early Childhood Education, University of Ioannina, P.O. Box 1186, 45110 Ioannina, Greece)

  • Vasilios Koutras

    (Early Childhood Education, University of Ioannina, P.O. Box 1186, 45110 Ioannina, Greece)

Abstract

The Problem Solving Inventory (PSI) is designed to measure adults’ perceptions of problem-solving ability. The presented study aimed to translate it and assess its reliability and validity in a nationwide sample of 3668 Greek educators. In order to evaluate internal consistency reliability, Cronbach’s alpha coefficient was used. The scale’s construct validity was examined by a confirmatory factor analysis (CFA) and by investigating its correlation with the Internality, Powerful others and Chance Multidimensional Locus of Control Scale (IPC LOC Scale), the Rosenberg Self-Esteem Scale (RSES) and demographic information. Internal consistency reliability was satisfactory with Cronbach’s alphas ranging from 0.79 to 0.91 for all PSI scales. CFA confirmed that the bi-level model fitted the data well. The root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.030, 0.97 and 0.96, respectively, further confirming the bi-level model and the three-factors construct of the PSI. Intercorrelations and correlation coefficients between the PSI, the IPC LOC Scale and the RSES were significant. Age, sex, and working experience differences were found. In conclusion, the Greek version of the PSI was found to have satisfactory psychometric properties and therefore, it can be used to evaluate Greek teachers’ perceptions of their problem-solving skills.

Suggested Citation

  • Ntina Kourmousi & Vasiliki Xythali & Maria Theologitou & Vasilios Koutras, 2016. "Validity and Reliability of the Problem Solving Inventory (PSI) in a Nationwide Sample of Greek Educators," Social Sciences, MDPI, vol. 5(2), pages 1-11, June.
    • Handle: RePEc:gam:jscscx:v:5:y:2016:i:2:p:25-:d:72019
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    References listed on IDEAS

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    1. Ntina Kourmousi & Vasiliki Xythali & Vasilios Koutras, 2015. "Reliability and Validity of the Multidimensional Locus of Control IPC Scale in a Sample of 3668 Greek Educators," Social Sciences, MDPI, vol. 4(4), pages 1-12, November.
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    Cited by:

    1. Ntina Kourmousi & Kalliope Kounenou & Vasiliki Yotsidi & Vasiliki Xythali & Kyriakoula Merakou & Anastasia Barbouni & Vasilios Koutras, 2018. "Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening," Social Sciences, MDPI, vol. 7(7), pages 1-18, July.
    2. Ntina Kourmousi & Eirini Amanaki & Chara Tzavara & Vasilios Koutras, 2017. "Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators," Social Sciences, MDPI, vol. 6(1), pages 1-14, March.

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    1. Ntina Kourmousi & Eirini Amanaki & Chara Tzavara & Vasilios Koutras, 2017. "Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators," Social Sciences, MDPI, vol. 6(1), pages 1-14, March.

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