Problem Solving: Development and Validation of a Short Instrument for Higher Education

José Ventura-León^1*Cristopher Lino-Cruz²Shirley Tocto-Muñoz¹Andy Sanchez³Goldie Gamboa-Melgar⁴

• ¹Facultad de Ciencias de la Salud, Universidad Privada del Norte, Lima, Peru
• ²Autonomous University of Madrid, Madrid, Madrid, Spain
• ³Universidad Tecnologica del Peru, Lima, Peru
• ⁴Universidad Peruana de Ciencias Aplicadas, Lima, Peru

Problem-solving is becoming more and more seen as an important skill for college students to learn to build metacognitive skills, critical thought, and the ability to learn on their own. Even though this skill is very important, there aren't many approved tools that can be used to test it in schools, especially in Peru. The goal of this study is to fill in that gap by creating and testing a short problem-solving scale based on the Rational Problem-Solving Style, which stresses taking a planned and organized approach to problems. 733 Peruvian college students (mean age: 21.56 years, standard deviation: 4.15 years; 59.89% female) took part. A 15-item Problem-Solving Questionnaire and used experimental (EFA) and confirmatory factor analysis (CFA) to test it. The scale's validity and reliability were checked, along with its link to academic selfefficacy. There were four parts to the Problem-Solving Questionnaire: Solution Analysis and Planning, Critical Evaluation of Solutions, Generation and Evaluation of Alternatives, and Prioritization and Review of Alternatives. Fit scores from CFA (like CFI = 0.98 and RMSEA = 0.062) and reliability coefficients (ω = 0.73 to 0.90) showed that it was a reliable educational tool. There was proof of concept validity in the form of correlations with academic self-efficacy (r = 0.36 to 0.80). The scale is a validity and effective way to test the problem-solving skills of university students in Peru. Due to its brevity and emphasis on logical methods, it is suitable for use in both education and research, aligning with global goals for quality education.