A Cross Cultural Examination of Creative Problem Solving Style: The Dutch Translation of VIEW

Creativity and Creative Problem Solving are globally important. This study examined the cross‐cultural applicability of creative problem solving styles by translating VIEW: An Assessment of Problem Solving Style from its native English into Dutch and examining its psychometric properties and preliminary validation evidence. In general, support was found for the Dutch translation of VIEW in that it performed similarly to its original with regard to item performance on factor analysis, had acceptable levels of internal consistency and stability over time, and correlated in a similar manner with two alternative measures of style. Implications for future translations were identified.     

Problem Solving Style and Beliefs about Teaching,Learning, and Problem Solving

Seventy-four pre-service teachers in an urban graduate school of education were administered VIEW: An Assessment of Problem Solving Style and a questionnaire in which they were asked to rate the importance of numerous principles of learning, teaching, and problem solving. Judges had previously classified these principles according to the six different VIEW problem solving styles (Explorer, Developer, External, Internal, Person-oriented, Task-oriented). Participants categorized by a particular style rated more highly those principles that matched their style. Implications for instruction and the development of problem solving skills are discussed.     

An Examination of the Personality Constructs Underlying Dimensions of Creative Problem‐Solving Style

This study investigated the personality facets that underpin the construct of problem‐solving style, particularly when approaching more creative kinds of problem‐solving. Cattell's Sixteen Personality Factors Questionnaire and VIEW—An Assessment of Problem Solving Style were administered to 165 students from the Norwegian Business School. We explored relationships through correlational and regression analysis. Personality profiles were derived for each of VIEW's three dimensions and were in generally expected directions. Those with an Explorer preference were more imaginative and idea oriented, open to change, unconventional, freethinking, and flexible than Developers. Those with a Developer preference were more practical and solution oriented, more traditional, rule conscious, conservative, and respecting of traditional ideas. Those with an External preference were more group oriented, affiliative, socially bold, warm, and attentive to others than those with an Internal preference. Those with a more Task‐oriented preference were more impersonal, detached, utilitarian, and tough minded than those with Person‐oriented preference. We outlined implications and suggestions for further research.     

Measuring social problem solving using the Spanish version for Hispanics of the Social Problem Solving Inventory-Revised

This study investigated the internal consistency, factor structure, and concurrent validity of the Social Problem Solving Inventory-Spanish Version for Hispanics (SPSI-R-Hispanic), a translation of the Social Problem Solving Inventory-Revised (SPSI-R; D'Zurilla, Nezu & Maydeu-Olivares, 2002), in a North American sample of 325 Spanish speaking Hispanics. The scales of the SPSI-R-Hispanic demonstrated good internal consistency reliability. The hypothesized factor model of the SPSI-R provided a good fit to the data. SPSI-R-Hispanic scores demonstrated concurrent validity in a multiple regression analysis, explaining 32% of incremental variability in psychological well-being scores. Gender differences were replicated, where men had higher positive problem orientation and rational problem solving scores and women had higher negative problem orientation scores.     

Psychometric properties of the Social Problem Solving Inventory‐Revised Short‐Form in a South African population

The Social Problem Solving Inventory‐Revised Short‐Form (SPSI‐R:SF) has been used in several countries to identify problem‐solving deficits among clinical and general populations in order to guide cognitive‐behavioural interventions. Yet, very few studies have evaluated its psychometric properties. Three language versions of the questionnaire were administered to a general population sample comprising 1000 participants (771 English‐, 178 Afrikaans‐ and 101 Xhosa‐speakers). Of these participants, 210 were randomly selected to establish test–retest reliability (70 in each language). Principal component analysis was performed to examine the applicability of the factor structure of the original questionnaire to the South African data. Supplementary psychometric analyses were performed, including internal consistency and test–retest reliability. Collectively, results provide initial evidence of the reliability and validity of the SPSI‐R:SF for the assessment of problem solving deficits in South Africa. Further studies that explore how the Afrikaans language version of the SPSI‐R:SF can be improved and that establish the predictive validity of scores on the SPSI‐R:SF are needed.     

Measuring distance in personal relationships: The Relational Distance Index

This article describes the development of an instrument that measures people's reported use of distancing tactics in personal relationships. Two versions of the Relational Distance Index (RDI) were developed, an 8‐itemversion and a 17‐item version. Four studies were conducted to examine the instrument's psychometric properties. The index exhibited a stable two‐factor structure (unfriendly and withdrawal), had acceptable internaland temporal reliability, and performed well on the tests of convergent and discriminant validity. The data suggested the RDI is suitable for use with both student and nonstudent samples.     

L'INVENTAIRE DE RESOLUTION DE PROBLEMES PERSONNELS: UNE PERSPECTIVE METACOGNITIVE*

Studies on personal problem solving demonstrate important variations in intra- and interindividual problem solving performances. These differences have been associated with different levels of subject's psychological distress. Recently, several investigators have attempted to identify meta-cognitive factors associated with fluctuations in problem solving performance and variations in subject's level of mental health. The purpose of the present study was to examine the psychometric qualities of the French version of the Problem Solving Inventory (PSI). The 35-item questionnaire assess people's attitudes toward their personal problem solving competence. Reliability, factorial structure and construct validity of the instrument were evaluated with two different samples of subjects. Results indicated that the French version of the PSI has high internal consistency and, as predicted, a tri-dimensional factorial structure. The observed relation between subject's appraisal of their personal problem solving abilities and level of psychological distress support the discriminant properties and the concurrent validity of the PSI.     

Self-Perceived Effective and Ineffective Problem Solvers' Differential Views of Their Partners' Problem-Solving Styles

The purpose of this investigation was to investigate if self-perceived ineffective problem solvers (SPIPS; high scorers on the Problem Solving Inventory [PSI; Heppner, 1988]) as compared with self-perceived effective problem solvers (SPEPS; low scorers on the PSI) would view their significant others' problem-solving style and level of problem solving more negatively. Participants included 101 SPIPS and SPEPS and their 101 respective partners. Results indicate that SPIPS as compared with SPEPS perceived their partners' problem-solving style more negatively. Likewise, the former compared with the latter and men compared with women rated their partners' level of problem solving as less effective. Implications for counselors are discussed.     

Psychometric properties of the Social Problem Solving Inventory (SPSI) with normal and emotionally disturbed adolescents

The factor structure of the Social Problem Solving Inventory (SPSI; D'Zurilla & Nezu, 1990) was evaluated with a sample of 708 normal adolescents. Confirmatory factor analysis supported the empirically derived five-factor model reported by D'Zurilla and Maydeu-Olivares (1994) using an adult sample, but not the theoretically derived seven-factor structure of the original SPSI. The psychometric properties of the original and revised inventories are reported for normal adolescents and psychiatrically hospitalized adolescents (n=63). Internal consistency and reliability estimates were adequate. Support for the validity of the revised SPSI was demonstrated by examining the relationship between social skills, depression, and social problem solving; in addition, differences between normal and inpatient adolescent samples were examined. The findings are discussed in terms of the utility of the inventories with adolescents.     

Self-appraised social problem solving abilities, emotional reactions and actual problem solving performance

Self-report measures of social problem solving abilities have yet to be associated with objective problem solving performance in any consistent manner. In the present study, we investigated the relation of social problem solving abilities--as measured by the Social Problem Solving Skills Inventory--Revised (SPSI-R [Maydeu-Olivares, A. & D'Zurilla, T. J. (1996). A factor analytic study of the Social Problem Solving Inventory: an integration of theory and data. Cognitive Therapy and Research, 20, 115-133])--to performance on a structured problem solving task. Unlike previous studies, we examined the relation of problem solving skills to performance curves observed in repeated trials, while controlling for affective reactions to each trial. Using hierarchical modeling techniques, a negative problem orientation was significantly predictive of performance and this effect was not mediated by negative affectivity. Results are discussed as they pertain to contemporary models of social problem solving.     

Effects of Group Training in Problem‐Solving Style on Future Problem‐Solving Performance

Seventy‐five participants from one suburban high school formed 21 teams with 3–4 members each for the Future Problem Solving Program International (FPSPI). Students were selected to participate in either the regular FPSPI or an enhanced FPSPI, where multiple group training activities grounded in problem‐solving style were incorporated into a 9‐week treatment period. An ANCOVA procedure was used to examine the difference in team responses to a creative problem‐solving scenario for members of each group, after accounting for initial differences in creative problem‐solving performance, years of experience in FPSPI, and creative thinking related to fluency, flexibility, and originality. The ANCOVA resulted in a significant difference in problem‐solving performance in favor of students in the treatment group (F(1, 57) = 8.21, p = .006, partial eta squared = .126, medium), while there were no significant differences in years of experience or creativity scores. This result led researchers to conclude that students in both groups had equivalent creative ability and that participation in the group activities emphasizing problem‐solving style significantly contributed to creative performance.     

Problem‐Solving Skills and Relationship Attributes Among Women With Eating Disorders

This study examined interpersonal problem solving, relationship conflict, and social support among women with and without subclinical eating disorders. Thirty‐nine women scoring above the clinical cutoff on the Eating Attitudes Test‐26 (D. M. Garner & P. Garfinkel, 1979) and 39 matched controls completed self‐report Relationship Quality, Perceived Social Support, Depression, and Interpersonal Problem Solving inventories. Contrary to predictions, groups did not differ on relationship conflict and social support measures. As hypothesized, disordered eating symptoms were associated with less effective problem solving in eating and weight and interpersonal relationship situations. The discussion focuses on implications for counseling interventions among college women.     

The new object‐spatial‐verbal cognitive style model: Theory and measurement

The current study challenges traditional approaches to Visual‐Verbal cognitive style as a unitary bipolar dimension, and instead suggests a new three‐dimensional cognitive style model developed on the basis of modern cognitive science theories that distinguish between object imagery, spatial imagery and verbal dimensions. The results of the confirmatory factor analysis demonstrated that the overall fit to the data of the new three‐dimensional model of cognitive style was significantly better than that of a traditional model. Furthermore, based on the new theoretical model, we designed and validated a new self‐report instrument assessing the individual differences in object imagery, spatial imagery and verbal cognitive styles, the Object‐Spatial Imagery and Verbal Questionnaire (OSIVQ). Across a series of studies, the OSIVQ demonstrated acceptable internal reliability as well as construct, criterion and ecological validity. The current study supports the validity of an object‐spatial‐verbal cognitive style dimension and related measures when developed on the basis of modern cognitive science theories. Copyright © 2008 John Wiley & Sons, Ltd.     

Development and initial validation of an indirect measure of transformational leadership integrity

An indirect measure of transformational leadership integrity was developed across three studies. In Study 1, the transformational leadership integrity implicit association test (TLI-IAT) was developed and tested with 65 leaders across heterogeneous organizational contexts. Study 2 involved 51 coaches from 18 sports. Results from Studies 1 and 2 supported the construct validity of the instrument, providing evidence of the instrument's convergent and discriminant validity. Study 3 involved 32 coaches and 133 players from six sports. Findings supported the criterion validity of the measure, providing evidence for the instrument's predictive validity. In sum, evidence is presented that supports the TLI-IATs construct and criterion validity. As such, the present research has made significant advancements to the transformational leadership integrity literature and provides researchers with an indirect measure of automatic transformational leadership integrity self-attitudes.     

Reduced autobiographical memory specificity as a mediating factor between general anxiety symptoms and performance on problem‐solving tasks

This study sought to further explain the association between general anxiety symptoms and impaired problem‐solving by testing whether this occurs, in part, through a reduced ability to retrieve event‐level, specific autobiographical memory (AM). Participants (N = 301; M age = 28.2 SD = 7.7, 55.8% female) completed assessments of the retrieval of specific AM, anxiety symptoms, depressive symptoms, and rumination. They then completed the Means‐End Problem Solving Task, which assessed their ability to produce relevant problem‐solving steps. Participants who were higher in anxiety reported a lesser number of relevant problem‐solving steps, and this association was, in part, related to anxiety being associated with reduced AM specificity (after controlling for depressive symptoms). Rumination did not mediate anxiety and problem‐solving, nor anxiety and AM specificity. These findings provide further evidence that elevated anxiety is associated with reduced ability to retrieve specific AM, and a specific cognitive pathway through which anxiety may affect problem‐solving performance.     

Four Decades of Creative Vision: Insights from an Evaluation of the Future Problem Solving Program International (FPSPI)

E. Paul Torrance, a pioneer in creative education, and his associates founded the Future Problem Solving Program (now FPSPI, or Future Problem Solving Program International) in the mid‐1970s as a competitive, interscholastic program and as a curriculum project integrating creative problem‐solving and future studies. Since its founding, the program has emerged to be international in scope, and has expanded to incorporate multiple components to engage students’ creative strengths and talents in varied ways. This report presents highlights of an international evaluation of the program, the results of which support and sustain Torrance's creative vision for education.     

Interpersonal problem-solving ability and sociometric status in elementary school children

The relationships among a measure of problem-solving ability, school grade level, and interpersonal functioning as assessed by sociometric measures were investigated. Previous research has shown these relationships to be significant but the reliability and validity of the problem-solving measures used have been seriously questioned. This study attempted to replicate previous findings while using a reliable and valid measure of interpersonal problem solving. Two sociometric measures were administered to 463 second-, fourth-, and sixth-graders from which 179 pupils were sociometrically identified as populars, rejecteds, neglecteds, and controversials. These subjects were subsequently administered the Purdue Elementary Problem Solving Inventory. Dunn's multiple comparison procedure was used to analyze the existing relationships among grade levels and among sociometric categories. Statistical analysis revealed significant differences in interpersonal problem-solving ability among grade levels but no significant differences were found among sociometric categories. The implications of the findings for social skills training are discussed.     

Development and validation of the coach's task presentation scale: A quantitative self-report instrument

ObjectiveA major concern for coaches is the transmission of effective information in the moments before sport practice, when they communicate to players what they are supposed to do and how (Rink, 1994). The present study's main objective was to cover a gap in the sport psychology measurement field and to develop and validate a quantitative self-report instrument to measure the effectiveness of coaches' task presentation for athletes. The resulting instrument was the Escala de Presentación de las Tareas por Parte del Entrenador (EPTE) [Coach's Task Presentation Scale].DesignThe two studies developed to validate the EPTE used a cross-sectional research design.MethodParticipants in Study 1 included 830 college athletes aged between 18 and 27, who completed the EPTE. Participants in Study 2 included 677 college athletes aged between 17 and 29, who completed the EPTE and other questionnaires measuring coach's interpersonal style (autonomy support and controlling style) and basic psychological needs satisfaction/thwarting. Study 1 comprised translation, item formulation and examination of the reliability and factorial structure of the EPTE. Study 2 provided evidence of factorial validity and evidence of validity based on relationships with other variables in the context of the Self Determination Theory (Deci & Ryan, 2000).ResultsThe results of reliability analysis and the different sources of validity provided, demonstrated the instrument's adequacy in terms of psychometric properties.ConclusionsThe EPTE is a valid, reliable scale that can be used to measure the effectiveness of task presentation by coaches, according to the perception of athletes.     

The impact of supervisors' cognitive styles on the quality of research supervision in management education

Background: An aspect of teaching and learning that has been seriously overlooked in higher education is the process of research supervision. High failure rates for research dissertations in the social sciences have been partly attributed to student dissatisfaction with supervision and poor student‐supervisor relationships. One personality variable that has been shown to be partly responsible for shaping the effectiveness of supervisory relationships is cognitive style. Aims: The study examined the effects of supervisor cognitive style on the quality of supervision for students undertaking a research project in the field of management education. Sample: Both parties in each of 118 supervisor‐student dyads within a university business school in the UK participated in the study. Method: Data were collected using the Cognitive Style Index to measure subjects on the analytic‐intuitive dimension of cognitive style. A self‐developed Thurstone attitude scale was used to measure students' perceptions of the quality of supervision. The scale's validity was assured by making extensive use of subjects' (N = 100) judgments from the population of interest in the scale's development. A second parallel scale was developed to test the instrument's reliability characteristics. Results: Findings revealed that students perceived the quality of supervision to increase significantly with the degree to which supervisors were analytic in their cognitive style. Students whose supervisors were more analytic also achieved significantly higher grades for their dissertations. Conclusions: Whilst there may be many factors influencing interpersonal relationships of this nature, this study demonstrated the potential relevance of cognitive style, which may prove to be a fertile area for further investigation.     

An empirical test of the problem solving model of depression and its application to the prediction of anxiety and anger

Building on research which has found positive but small correlations between stressful life events and negative psychological outcomes as well as studies which have demonstrated support for the problem solving model of depression, this study replicated the Problem Solving Model of Depression using instruments not previously used in this area. Additionally, this study tested the application and extension of the problem solving model to other emotions by assessing the efficacy of three variables, Negative Life Events, Current Problem, and Problem Solving as predictors of Depression, Anxiety, and Anger. To test this model, five assessment instruments were administered to 110 male and 178 female graduate students. Support was found for the application of this model to the prediction of Depression. While Current Problem and Problem Solving were related to Anxiety, Negative Life Events were not. In predicting Anger, some limited support was found for this model with females but no support was found with males.