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• Practice Questions

Canadian Public Service Entrance Test – PSEE Practice Questions

• Posted by Brian Stocker
• Date September 6, 2021
• Comments 2 comments

Government of Canada PSEE (371) Test Contents

Main areas on the test:

• Arithmetic reasoning – Word problems where you are asked to find a missing variable.
• Logical reasoning – Several statements are given and you are asked to choose the statement that is a valid conclusion, given the statements.
• Analytical reasoning – draw conclusions as well as determine the relation between words
• Number or letter series – you are given a series, with one or two elements missing.

PSEE 371 Practice Course

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Eligibility

Candidates must be: 

16 years or older

Canadian citizen or a permanent resident

Hold a valid work permit per the government’s requirements.

Meet the House of Commons pre-employment screening requirements

Meet the English language requirements

What you need to know about the Public Service Entrance Test

The PSEE is a multiple choice test – help with answering multiple choice

The PSEE is a challenging test, so it’s important to prepare in advance.

The PSEE is a timed test.   It’s important to manage your time wisely during the test. There is no penalty for wrong answers, so if you’re unsure of an answer, it’s better to make an educated guess and move on to the next question rather than spending too much time on a single question.  Help with managing your time on a test

Remember that the PSEE is just one component of the job application process. Other factors, such as your work experience, qualifications, and references, will also be taken into consideration when evaluating your application.

Arithmetic Reasoning

Why Arithmetic Reasoning is Important

Arithmetic reasoning questions present a situation with a number of variables, which you must convert into an equation or equations, and find the missing variable.

Arithmetic reasoning is part of overall the broader category of reasoning skills. It requires you to solve problems by applying mathematical concepts and general reasoning. In the public service, you need to interpret data, manage budgets, calculate performance metrics, or make decisions based on numerical information. These tasks require solid arithmetic reasoning skills.

Arithmetic Reasoning Practice

Types of Arithmetic Reasoning Problems

How to Solve Arithmetic Reasoning Problems

Why Logic is Important

Logic is a fundamental part of the reasoning skills that the Public Service Entrance Exam (PSEE) assesses for officer-level positions in the Canadian federal public service.

PSEE logic questions give 2 sentences, or premises are given, and you are asked if the third sentence is true or false. This requires the ability to process information, identify patterns, draw inferences, and make predictions, all of which are key components of logical reasoning.

In the context of public service jobs, logical reasoning skills are key to decision-making, problem-solving, policy development, and strategic planning. For example, you will be required to analyze complex situations, evaluate different options, anticipate potential consequences, and make sound decisions.  Other important job duties include understanding and interpreting legislation, regulations, and policies often involve logical reasoning.

Logic Practice

Sentence Logic

Analytical Reasoning

Why Analytical Reasoning is Important

The analytical reasoning section asks you to draw conclusions, match items, and determine the relationship between elements.

Analytical reasoning is an important general reasoning skill. Analytical reasoning involves the ability to scrutinize complex situations and details, understand how different elements interrelate, and make meaningful insights.

Analytical reasoning is required in the public service for a variety of tasks. Officers may need to analyze data, interpret regulations, develop strategic plans, and make informed decisions. For example, they might need to scrutinize legislation and policy documents, analyze trends in data to inform policy development, or understand the implications of different decisions in complex situations.

The PSEE aims to ensure that candidates for officer-level positions in the public service have the requisite reasoning skills to perform their roles effectively. By assessing analytical reasoning, the PSEE helps to ensure that candidates can handle the complexity and decision-making demands of these positions.

Analytical Reasoning Practice

Graphic Comparisons

Verbal Classification

Number Series

Why Number Series is Important

Number Series questions give a series of elements with several elements missing, which you must choose from the given choices.

Number series are important because they measure your analytical and logical reasoning skills. To solve number series problems, you must analyze the pattern within the series, infer and then apply the rule. This requires a high degree of logical thought and the ability to identify patterns and make accurate predictions, which are essential skills for officer-level positions in the Canadian federal public service.

Number series problems reflect the complexity and problem-solving demands of public service roles. Officers often face tasks that require the ability to recognize patterns, make inferences from data, and predict future trends or outcomes. This includes interpreting statistical reports, forecasting budget requirements, or evaluating policy impacts.

Series Practicce

Series practice and tutorial

PSEE 371 Test Prep

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PSEE 371 Practice Study Course

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PSEE 371 Study Guide and Practice Questions

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• Arithmetic reasoning
• Logical reasoning
• Analytical reasoning
• Number or letter series
• Situational Judgement

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Entrance exam

From: Canada Border Services Agency

This exam is one of the first steps to becoming a Canada Border Services Agency ( CBSA ) officer trainee.

On this page

How the exam works, competencies assessed, alternate test dates, accommodations.

• How long results remain valid

Sample questions

The Officer Trainee Entrance Exam ( OTEE ) is an online exam composed of 117  multiple-choice questions. These questions have been developed to assess 4 of the required competencies to become a CBSA officer trainee.

These questions are hypothetical and therefore applicants do not require any prior knowledge of the  CBSA .

You will have one week to complete the test. Once you start the test, you must finish it. The duration of the exam is 135 minutes.

• Reasoning skills The ability of drawing conclusions or inferences from information to solve problems.
• Analytical thinking The ability to use a logical thought process to break down and work through a situation or problem to arrive at an outcome.
• Client service orientation The ability to provide the best service possible (quality, timeliness, completeness, knowledge/competence, courtesy, fairness, outcome, etc.) to both internal and external clients.
• Writing skills The ability to produce written documents, including correspondence, reports, documentation, etc., clearly and correctly, using plain language, and in a style and form likely to appeal to and influence the intended audience.

Requests for an alternate date will only be considered for one of the following reasons:

• religious obligations
• death in the immediate family
• medical reason with a doctor's certificate (proving illness for the entire week)
• planned vacation with costs already incurred
• paid military leave or training

Proof will be requested in these circumstances. If you require an alternate testing date for one of the above-mentioned reasons, you must notify us via the web form noted on the invitation to the test.

If you have a functional limitation, disability or condition that could impede your performance while completing the test, you must notify the Canada Border Services Agency's National Recruitment Team. Do not begin the test until a member of the recruitment team contacts you.

If, before the exam you experience a physical or psychological problem that may interfere with completing the exam, please notify us immediately via the link on your invitation.

Should you choose to proceed with the exam without requesting accommodation ahead of time, you must accept the exam results.

Exam results

Successful results of the OTEE are valid throughout the selection process. If you receive unsuccessful results, your candidacy within the CBSA Officer Trainee – Developmental Program selection process will be terminated. If you wish to re-apply to a future selection process, you may rewrite the OTEE one full year after your initial attempt.

If you re-write the test before the waiting period has elapsed, your new results will not be valid and a new waiting period will begin from that date.

During the assessment process both cheating and plagiarism are considered forms of misconduct and are not permitted. Any person found cheating or plagiarizing, including those who help others cheat, may be subject to sanctions including removal from the selection process.

Reasoning skills

Please review the following 2 lists (identity codes) and identify how many discrepancies are between them.

There are 3 discrepancies between the 2 lists. The right answer is c.

Please identify which of the 4 lettered pictures is not identical to the reference picture.

Reference picture

The lettered picture b is not identical to the reference picture. The right answer is b.

Choose the next number in the following sequence: 3, 9, 4, 16, 5, 25, 6

The right answer is c. 36.

Analytical thinking

In this exercise, you will be acting as a Border Services Officer ( BSO ) at a land border crossing. Your particular crossing has been selected by the Prime Minister's Office as a location for a press conference on November 7 at 1 pm. At the press conference, the Prime Minister will be giving a short speech regarding border safety and will answer questions from the press.

• This message must be addressed immediately
• It is time sensitive and critical to the success of the event in terms of effectiveness, security, or image to the government
• This message should be addressed as soon as possible, however, it is not critical to the success of the event
• This message is not time sensitive but it is critical that it is addressed before the arrival of the Prime Minister
• This message is not time sensitive and is not critical to the success of the event

Please read the following message and indicate the priority for your supervisor:

From : Steven Clarke, National News Canada To : CBSA - ASFC Date : November 5 , 9:13 am Subject : Location of the press conference

Can you please provide me with the specific address of the location of the press conference? The press release does not contain the specific building in which the event will be held.

Cheers, Steve

Response options

• Urgent/Important
• Urgent / Not important
• Not urgent / Important
• Not urgent / Not important

What is the priority of this message?

The right answer is c. Not urgent / Important.

If this message was sent November 7 at 9:13 am what would the priority be of this message? (If the priority has not changed, select the same answer.)

The right answer is b. Urgent / Not important.

An electrician from Public Services and Procurement Canada calls November 5 at 11 am. The electrician asks for a blueprint of the room in which the meeting will be held to determine if there are enough electrical hook-ups for the equipment required. What is the priority of this message?

The right answer is a. Urgent/Important.

An aide from the Prime Minister's Office leaves you a voicemail message November 5 at 3:24 pm. She asks if there will be notepaper and pens available for the press in the meeting room. What is the priority of this message?

The right answer is d. Not urgent / Not important.

Client service orientation

Question 8 and 9.

You are called upon to review and finalize a report produced by another unit of the agency. You recognize that there are a few errors in the data contained within the report and that the data do not align throughout the document.

• Question 8 : What would be the most effective response to this situation?
• Question 9 : What would be the least effective response to this situation?
• Evaluate the report and provide detailed feedback to your contact within the unit with your recommendations for improvement
• Make the necessary corrections to the report and send it back to your contact within the unit
• Request that the contributors provide you with their rationale in an attempt to justify their data
• Question the integrity of the report as it would seem that the drafters did not pay close attention to the data provided
• Compare the data to a similar document to validate your findings
• Question 8 : The most effective response to this situation would be Option b. The right answer to this question is b.
• Question 9 : The least effective response to this situation would be Option d. The right answer to this question is d.

Question 10

Indicate the response letter that best corresponds to the pair of words that have the same meaning.

The right answer is a. 1 and 2.

Writing skills

Question 11.

First, arrange the following words to form a complete sentence:

and be be then records five years for will will destroyed retained

Second, from the choices below, please select the response option that includes the first letter of the second word followed by the last letter of the last word of the sentence.

The right answer is b. W D.

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Public Service Entrance Exam - Unsupervised Internet Test 370

As of June 30, 2023,  this test will no longer be available.

Appointment processes requiring an assessment of judgment for officer level positions can make use of the Public Service Entrance Exam - Test of Judgement Unsupervised Internet Test (TOJ UIT 374) .

Note : Results from this test (PSEE UIT 370) are not transferable to new processes using the TOJ UIT 374.

The purpose of the Public Service Entrance Exam – Unsupervised Internet Test 370 is to assess an individual's reasoning skills and judgement for officer-level positions in the federal public service. Hiring managers may use it as the first step in a two-step assessment process. Only the candidates who pass the unsupervised test are invited to complete the corresponding Public Service Commission supervised test in step 2, that is, the Public Service Entrance Exam 371.

This unsupervised internet test is administered online, without supervision. It is accessible anywhere the test-taker has access to a computer and an Internet connection. Consult the Understanding the Public Service Entrance Exam Suite of Products Web page to learn more about the suite of related products.

Description

The test consists of 2 separately timed sub-tests that can be completed at different times and locations.

Sub-Test 1: Test of Reasoning is designed to assess reasoning and problem-solving ability and consists of 26 multiple choice questions. Of the 26 questions, 25 count towards the final score. One question is a pilot question that does not count. There are four types of questions:

• Arithmetic reasoning;
• Logical reasoning;
• Analytical reasoning; and
• Number or letter series.

The time limit is 90 minutes to complete this sub-test.

Sub-Test 2: Test of Judgement is designed to assess the judgement required for solving problems in work-related situations and consists of 52 multiple choice questions. It does not contain any pilot questions. All questions count towards the final score.

The time limit is 75 minutes to complete this sub-test.

All applicants must take sub-test 1. Sub-test 2 is required only if additional information is needed to complete the assessment. When applicants are required to take both sub-tests, they are not required to take sub-test 2 immediately after having completed sub-test 1. However, it is advisable to complete both sub-tests well in advance of the deadline to allow sufficient time to deal with any technical difficulties, should they arise.

Sub-test 1 : Applicants must place in the top 90% (10 th percentile or better) of a large group of previous test-takers (normative sample).

Sub-test 2 : Applicants must place in the top 80% (20 th percentile or better) of the normative sample.

At the hiring manager's discretion, the pass mark may be set as high as the 50th percentile for both sub-tests. In other words, to pass a sub-test, an applicant would have to place in the top 50% of the normative sample.

Useful links:

• Candidate information
• Pilot question
• Percentiles
• Test results
• Sample questions of sub-test 1: Test of Reasoning
• Sample questions of sub-test 2: Test of Judgement
• Technical difficulties
• Understanding the Public Service Entrance Exam suite of products

Page details

What Is an Analytical Reasoning Test?

What are analytical reasoning tests used for, analytical reasoning test practice questions (2024), tips for preparing for an analytical reasoning test in 2024, frequently asked questions, analytical reasoning tests (2024 guide).

Updated June 12, 2023

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Analytical reasoning tests assess a candidate’s ability to study information and apply logic to find patterns or make inferences.

At work, people use analysis to scrutinise speech, documents, diagrams, charts and graphs, and gather the most relevant information. Those with strong analytical skills will consider how key elements within that information relate to one another, and are more likely to notice crucial patterns and details.

Analytical reasoning tests measure a candidate’s critical thinking and problem-solving skills.

Data may be presented in the form of written passages, graphs, tables or shapes.

Where questions are based on a series of images , they have much in common with inductive reasoning and non-verbal reasoning tests.

Written analytical reasoning questions assess many of the same skills as verbal reasoning tests .

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Recruiters use analytical reasoning tests to evaluate inductive and deductive skills in potential employees.

Deductive reasoning is the process of reaching a logical conclusion based on one or more given statements, or premises.

Inductive reasoning involves taking specific information and making predictions based on that.

Candidates do not need any specialist knowledge for analytical reasoning tests, but they must be able to think logically and pay close attention to detail. Those who demonstrate strong analytical reasoning skills are generally highly intelligent, quick to learn and more likely to improve over time in a role.

Non-verbal reasoning tests can also be helpful in assessing international candidates, or applicants who do not have English as their first language.

Candidates applying for mid- to higher-level positions may be asked to take an analytical reasoning test as part of the selection process. Analytical skills are particularly important for jobs that involve maths and numerical reasoning.

They also extend into roles where decision-making and problem-solving are key. So companies may use these tests when recruiting for positions such as computer software engineers, financial analysts, human resources managers and office managers.

Many law firms also assess analytical reasoning skills as part of their recruitment process. And analytical reasoning tests may form part of a leadership assessment process, such as a graduate recruitment scheme.

Analytical reasoning tests use both verbal and non-verbal questions.

In inductive reasoning tests , questions usually involve a series of diagrams or pictures. The candidate must find the pattern, rule or link between each item. They can then use this knowledge to decide what comes next in the sequence.

Deductive reasoning tests are typically verbal. The candidate must read a statement, or series of statements, and then choose the logically correct answer.

Examples of both are given below, with answers and explanations.

Question 1: Which Box Is Next in the Sequence?

This is an example of a question where things move around. There are many variations on this theme.

At its most basic level, elements will move around inside a box and the candidate must understand why they are moving in a particular order. By understanding this they will be able to correctly select the image that comes next.

Which box is next in the sequence?

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Question 2: Which Box Is Next in the Sequence?

Candidates may also be asked to find the relationship between a set of items. There are a number of ways that elements can have relationships with one another, for example:

• Where they are in relation to each other
• The number of sides that different shapes have in relation to each other
• Numbers that incrementally increase or decrease

To solve these types of questions you need to identify the rule that governs the relationship and then apply it, as in the following example:

In this sort of question, remember also to look for relationships between odd and even numbers.

Question 3: What Most Weakens the Argument?

The following question is an example of deductive reasoning . Here the candidate must read the passage and then come to a logically correct conclusion.

This question involves identifying an assumption . An assumption is a belief that is not explicitly stated within the text but must exist to link the argument’s evidence and conclusion. To successfully answer these types of question you must find that missing link between the evidence and conclusion and then fill it.

"If all beaches were publicly owned, we would have to rely on government funds to maintain them. It is true that more people would have access to the ocean and beaches, but at what cost? If the beaches are not cared for adequately, soon there will be nothing left worth having access to. We should consider carefully before nationalising more coastal property."

Which of the following, if true , would most weaken the argument above?

A – The public does not want additional access to beaches. B – The government is currently responsible for the maintenance of all public and private beaches. C – The public already has some access to many beaches. D – Other property has been nationalised in the past, with no complaints from the original owners of the property. E – Some privately owned beaches are not well maintained.

Analytical reasoning tests can be daunting, even for confident problem solvers. You may not have come across these types of questions before, so it is essential to take plenty of time to prepare properly. This will prevent you from panicking and ensure that you gain the highest score possible.

The following tips and techniques will help you to begin the test ready to perform your best:

Know what to expect . Employers and test publishers may use terms such as inductive reasoning, deductive reasoning, verbal reasoning or non-verbal reasoning when referring to their tests. It is worth contacting the employer or company assessing you to ask more about the test you will be sitting. Most will be helpful in clarifying the nature of the test. They might provide a few example questions too.

Practise. And then practise some more . The more tests you do, the more familiar you will become with the types of questions that may come up, and the more confident you will feel. You will also begin to develop your own strategies for solving questions. Identify which types of question you find the hardest and then focus on finding the best ways to tackle them. JobTestPrep is a useful resource for sample tests and answers.

Manage your time . It is likely that you will be under pressure to complete all the questions within an allocated time. Work out how long you have to answer each question and then stick to your schedule. Don’t waste time labouring over a question that is proving particularly difficult. Move on, and then come back to any questions you have skipped over at the end if have time to spare.

What are the main topics of analytical reasoning tests?

Analytical reasoning tests can be broken down into four key areas: inductive and deductive reasoning and verbal and non-verbal reasoning.

The purpose of the test questions is to enable employers to understand how candidates assess and interpret information.

What are the best books to prepare for analytical reasoning tests?

Many different textbooks allow you to prepare for an analytical reasoning test .

You may need to focus your study on books that specialize in the type of test you are taking.

Some books will focus on the theory behind analytical reasoning tests; others will come complete with practice test questions.

When choosing a book to purchase as a study aid, try to read some reviews to decipher if it’s the right book for you.

Top choices based upon reader feedback from Amazon include:

The Fallacy Detective: Thirty-Eight Lessons on How to Recognize Bad Reasoning (written by Nathaniel Bluedorn & Hans Bluedorn)

Powerscore LSAT Logical Reasoning Bible by David M Killoran

Which organizations and institutions use analytical reasoning tests?

Analytical reasoning tests are highly regarded by civil service, private sector employers and educational institutions because they are recognized as beneficial and insightful assessments.

These tests are commonly used for jobs including computer software professionals, financial analysts and human resources.

That is because these jobs rely on critical thinking and analytical reasoning skills.

How many questions are asked on analytical reasoning tests?

This will depend on the type of analytical reasoning test that you are being asked to take. Typically, most tests will be timed, and you can expect to have at least one minute to answer each question.

If you are taking the LSAT exam, you can expect to be asked 22-24 multiple-choice questions.

What is a good resource to use for testing and improving my logical problem-solving skills for analytical reasoning tests?

There are a few ways to prepare for an analytical reasoning test . You can buy study books from all good bookstores, but you can also make the most of practice tests online.

The advantage of free online test sites is that you can put yourself into a hypothetical testing scenario and see how you are likely to react under test conditions.

It can also help you learn how to time your test to feel confident that you have enough time to answer all of the questions.

What are the best sites to get prepared for analytical reasoning tests?

Several websites offer comprehensive resources that allow you to practice analytical reasoning tests .

One of the most well-known is JobTestPrep , a site that offers exceptional study guides, answer explanations, and practice drills to help you prepare for your analytical reasoning assessment.

As a paid-for resource, this allows you to sign up for one week, one month, or three-month subscriptions, offering value for money.

Other notable sites that offer excellent free study aids and free practice tests online include practiceapptitudetests.com and practice4me.co.uk.

What is the difference between logical, analytical, non-verbal and verbal reasoning?

Logical reasoning is a series of questions that ask the participant to answer through a logical process. To conclude, you need to take a step-by-step approach to the information provided.

In contrast, analytical reasoning is about thinking critically about information presented to you and paying close attention to detail to form a conclusion.

For example, you may be asked to spot a pattern or identify the answer based on the available information.

Non-verbal reasoning is about understanding how to analyze and interpret information based upon visual aids.

For example, this could be through shapes, diagrams or patterns. Non-verbal reasoning is important for employers to understand that you can solve problems without being limited by language barriers.

Verbal reasoning is about problem-solving using words, language, and grammar. Questions are often based on spotting word problems using a true/false premise, solving patterns, and identifying how the context of a sentence can change based upon the grammar used.

What are some examples of analytical questions?

Here is an example of a typical verbal reasoning question :

Statement: 'Many employers benefit from seasonal workforces. They like to hire students and graduates in the summer months, allowing permanent employees to take a vacation. Seasonal work is beneficial to employers because they can take advantage of qualified workforces who are close to finishing their education and have yet to secure permanent employment. Some employers provide additional training and development for their seasonal staff to encourage them to join as full-time employees after graduation. A financial incentive for employers is paying seasonal staff lower wages because they are on fixed-term contracts that may not be eligible for employee benefits.'

Q: Staff who take vacation leave can have their work covered by students.

A: True / False / Cannot say

Can I fail an analytical reasoning test?

This will depend on the type of test that you are taking. Often, there are no specific pass/fail gradings, but you will be given two distinct scores. One score will be your exact test results which will detail how many questions you got right or wrong. The other score is your percentile score. This is a comparison of your results against other test-takers.

Employers need to review your percentile score because it allows them to put your score into context. Let’s imagine that you scored 70% on your test. You may be happy with this raw score, as it indicates a high level of success. But if the rest of the test takers were scoring 90% on the test, your results suddenly don’t look as good.

In contrast, perhaps you’ve scored 80% on a test, and the rest of the test takers have scored an average of 65% – in this scenario, you would be viewed in high regard by the employer as they’ve seen your results in context.

Why do employers use Analytical Reasoning Tests?

Employers use Analytical Reasoning Tests for several reasons:

• Assessing problem-solving skills
• Predicting job performance
• Objective evaluation
• Efficient screening process
• Identifying potential leaders
• Enhancing diversity and inclusion

Overall, employers use Analytical Reasoning Tests to assess candidates' problem-solving skills, predict job performance, streamline the screening process, identify potential leaders and foster diversity and inclusion in their hiring practices.

How do analytical reasoning tests work?

Analytical reasoning tests, also known as logical reasoning tests or deductive reasoning tests, assess an individual's ability to analyze information, recognize patterns, draw logical conclusions and solve complex problems.

These tests are often used to evaluate a person's critical thinking skills and their capacity to make sound decisions based on logical reasoning.

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Canada Revenue Agency Tests

• https://www.canada.ca/en/revenue-agency/corporate/careers-cra.html
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• 324 questions

Canada Revenue Agency (CRA) is the revenue service of the Government of Canada. As well as collecting taxes, Canada Revenue Agency sets tax law and associated policies and delivers benefits programs for the Canadian people.

Careers at Canada Revenue Agency

Previously known as Canada’s Customs and Revenue Agency, Canada Revenue Agency has a huge and varied remit, ranging from writing tax laws for Canada and all its provinces and territories, to supervising the country’s charity registration scheme and even playing a role in scientific research.

Recognized as one of the top 100 employers in Canada, the CRA has over 40,000 employees and its work affects the lives of every single Canadian in one way or another.

Committed to diversity and inclusion, Canada Revenue Agency is motivated by high employee morale and fosters it through a variety of different ways, including programs designed to ensure employees’ ideas and opinions are heard and actioned.

So, whether you want to get started through a graduate recruitment scheme, take on an apprenticeship or development program or are interested in a career in anything from HR to tax law, there are a wealth of opportunities at the CRA if you can make it through the rigorous testing and interview process.

Canada Revenue Agency Application Process

Online application, aptitude tests, video interview.

The Canada Revenue Agency hiring process is extremely competitive, and the tests help to probe candidates’ strengths and weaknesses to give the CRA a better understanding of who has what it takes to be given a role.

Applying to work for Canada Revenue Agency involves an online application, a series of tests designed by publisher Korn Ferry and an interview. The tests themselves may vary depending on which job, level and department you’re applying to, but the general structure of the recruitment process remains the same.

Practice and preparation at every stage is crucial if you want to make it through to the end and receive a job offer from CRA.

Below are details of what the application process might entail.

Online application

Canada Revenue Agency’s recruitment process starts with an online application.

You’ll be required to upload your resume and provide any necessary additional documents to support your application.

You may also be asked a couple of questions on why you want to work for CRA. Take your time answering these and ensure your passion, relevant experience and what you could bring to the role stand out in all of your answers.

Canada Revenue Agency Aptitude Tests

Cra accounting tests.

If the position you’re applying for is in accounting, you’ll be required to take either the level one or two accounting test.

The test is multiple-choice and will ask you questions on basic accounting principles, practices and techniques. Whether you feel confident in this area or not, it’s important to brush up on your skills by taking some practice tests.

If you’re taking the level two test (for a more senior or high level position) you can expect more challenging questions. As well as the basics, you’ll also be assessed on GAAP and Books of Accounts.

CRA auditing tests

Just as you’d expect, the auditing tests examine your skills when it comes to basic auditing principles and techniques.

Just as with the accounting tests, there are two levels of auditing tests. Those applying for more senior roles will be expected to take auditing level two, and will be asked additional multiple choice questions on more complex topics such as auditing standards and risk assessment.

Both tests are 40 minutes in length and if you do fail, you’ll have to wait 180 days before you’re able to take the test again — so it’s really important to put as much as you can into your practice and preparation.

CRA problem-solving test

Another multiple choice paper, the problem solving test is designed to assess your ability to keep calm under pressure when solving problems.

You’ll be given a set amount of time, normally around 90 minutes, to complete the multiple-choice questions. The problems you’ll be faced with are those that you may encounter in the workplace.

Although there are no ‘right’ or ‘wrong’ answers, a CRA employer will be looking for certain traits and qualities and will form opinions on your suitability for the role depending on the answers you give.

CRA situational judgment tests

Situational judgement tests assess a candidate’s ability to navigate problems, challenges and issues that may come up in the role or team they’re applying to work for. As part of the CRA’s recruitment process, there are two possible situational judgement tests you might be asked to take:

Management . If you’re applying to be a manager, the situational judgement questions you’ll have to answer will be tailored to this role. That means you’ll be answering questions that aim to draw out more information about your leadership style and how equipped you are to guide a team of people. This test is 60 minutes long.

Recruitment . The recruitment test is much longer than the managerial test (it’s 140 minutes) and is for those looking to work in recruitment. Questions will focus on conflict management and ethics, amongst other subjects.

The tests were well suited to the job that I’ve applied for. They are easy to do and loads of them.

CRA tax center clerical test

The tax center clerical aptitude test measures your ability to carry out clerical tasks such as error checking . Finding a balance between speed and accuracy is important in this test, as you’ll have just 60 minutes to work through all the questions.

The questions could be about anything and everything from your basic mathematical knowledge, to your understanding of grammar and your ability to process and apply information.

Being fast, careful and methodical at the same time is challenging, but it’s an important skill to master if you want to succeed at the tax centre clerical test.

CRA writing skills test

The writing skills test is designed to assess how comfortable you are with everything from spelling and grammar, to capitalization, punctuation and structuring sentences.

Assessing skills that are crucial to many roles within Canada Revenue Agency, the writing skills test is essential for almost every office-based position. Proving you’re confident in this area will go a long way to showing a CRA employer that everything from your internal emails to external facing documents will be produced to a certain standard.

Practicing written exercises before the test is really important to ensure you’ve brushed up on your skills and given yourself the best possible chance of success.

CRA office skills test

CRA administrative and clerical positions require a candidate to have taken and passed an office skills test as part of the recruitment process.

Assessing your administrative and communication skills, your ability to check through dense passages of text for errors, how good your time management is and your confidence using different types of software, this is a multifaceted test with lots of challenging questions.

CRA video interview

After any tests required for the role have been taken, successful candidates can expect to progress to the final stage of the process — the video interview.

Designed to assess your competency, as well as your character and suitability for the role, you’ll be expected to answer each question you’re asked concisely.

Questions vary depending on the interviewer and the role you’re applying for, but it’s useful to prepare by going through common interview questions and ensuring you’re comfortable relaying key parts of your resume. It’s also important to read up on Canada Revenue Agency and have a think about questions you’d like to ask the interviewer should you be given the opportunity.

Practice Aptitude Tests is not associated with Canada Revenue Agency. We provide preparation services for Canada Revenue Agency psychometric tests. Our tests are not designed to be identical to any style, employer or industry. Visit https://www.canada.ca/en/revenue-agency/corporate/careers-cra.html to find out more.

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Federal Government EPSI online exam

• Last Updated:
• May 25th, 2011 12:52 pm
• Search this thread

Feb 12th, 2011 3:35 pm

• Reply with quote

Feb 13th, 2011 3:02 pm

Feb 13th, 2011 7:21 pm

Feb 14th, 2011 7:51 am

Feb 14th, 2011 8:03 am

Feb 14th, 2011 8:52 am

Feb 14th, 2011 3:48 pm

Feb 14th, 2011 5:13 pm

Feb 14th, 2011 10:28 pm

eheffkay wrote: ↑ Hi I also received an invitation to write this exam. The 80 vacancies isn't an accurate reflection of the number positions available to the public. 90% of positions will be filled internally as promotions for current health Canada employees, meaning that there are only actually about 7 positions open to the public. Good Luck!

Feb 14th, 2011 11:30 pm

Feb 15th, 2011 7:29 am

Morphius909 wrote: ↑ The right person(s) (i.e. Qualified, right fit, experience, etc) will get the position(s). Internal or External. I have no idea where this 90% is imagined from.

Feb 15th, 2011 9:05 am

Feb 15th, 2011 10:09 am

Feb 15th, 2011 1:41 pm

Feb 16th, 2011 9:00 am

Feb 16th, 2011 12:17 pm

Feb 16th, 2011 12:38 pm

ITR534 wrote: ↑ Yes he's wrong, I'm actually working for SC-HC right now and even over the internal e-mails about this opportunity they asked us to apply from public service. Of course internal employees have advantages but the ''7 externals positions'' is pure speculation.

Feb 16th, 2011 1:04 pm

bagelx wrote: ↑ If you are working at the place right now, of course you most likely have a better idea. Whats does applying thru public service imply? Do they normally not use public service for positions that are for both internal and external? IMHO for a normal situation for say like 10 open positions of same role "advertised", there's a decent chance that a majority (50-100%) are meant for internal apps. Sometimes the companies/orgs require new positions to be posted, like an open bid if you will, to the public, so to make the job filling process seem fair (when obviously it's not). Plus, even if it will be fair , the internal apps will have a natural advantage because they probably have experience in the field already. Whereas I'm guessing you new apps might be pretty much right out of school? Of course, there's many other cases where the company/org are looking for the skills that might not be available internally, and hence they are posting. But I doubt that's the case with government positions that's all structured in levels. The saving grace is that if it's really 80 openings, it seems unlikely it's really meant for internal apps. It's probably an entry level hiring as part of the regular recruitment of new blood. Hopefully, there aren't a bunch of lower level employees that are qualified and want to upgrade to these positions. By the way, are these 80 pos for all of canada or like Ontario?

Feb 16th, 2011 1:17 pm

ITR534 wrote: ↑ lol @ everyone trying to get some hints.

Feb 16th, 2011 1:20 pm

will2009wpg wrote: ↑ Just trying to figure out what kind of exam it is, not asking anybody to tell me what the actual questions are or anything. This looks to me like a lot of internals will get them, but also they may be trying to weed out some internal people as well, so there should be a decent number of spots for external people. The only advantage internals will really have is that they probably have a better idea what to study for as they likely have more knowledge of what these positions are actually for.

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Please note you do not have access to teaching notes, analytical procedures: an in-class exercise.

Advances in Accounting Education: Teaching and Curriculum Innovations

ISBN : 978-1-78714-181-0 , eISBN : 978-1-78714-180-3

Publication date: 6 March 2017

Understanding when it might be appropriate for the auditor to perform substantive analytical procedures,

Understanding how to form an expectation of an account balance when performing analytical procedures, and

Understanding how to evaluate the results of a substantive analytical procedure.

In cooperation with KPMG, we believe that the analytical procedures exercise gives students a better understanding of performing substantive analytical procedures. 1 As identified by Auditing Standard AU-C 520, PCAOB Standard AS 2305, and in the academic literature (e.g., Hirst & Koonce, 1996), analytical procedures are an important part of the audit process. Understanding when and how to perform substantive analytical procedures, combined with how to evaluate the results, will aid in student knowledge of the audit process.

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Bagwell, C. , Quick, L.A. and Vandervelde, S.D. (2017), "Analytical Procedures: An In-Class Exercise", Advances in Accounting Education: Teaching and Curriculum Innovations ( Advances in Accounting Education, Vol. 20 ), Emerald Publishing Limited, Leeds, pp. 51-78. https://doi.org/10.1108/S1085-462220170000020004

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• Research article
• Open access
• Published: 04 April 2017

Attitude and practice of physical activity and social problem-solving ability among university students

• Toshimasa Sone 1 ,
• Yousuke Kawachi 2 ,
• Chihiro Abe 3 ,
• Yuki Otomo 3 ,
• Yul-wan Sung 2 &
• Seiji Ogawa 2  

Environmental Health and Preventive Medicine volume  22 , Article number:  18 ( 2017 ) Cite this article

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Effective social problem-solving abilities can contribute to decreased risk of poor mental health. In addition, physical activity has a favorable effect on mental health. These previous studies suggest that physical activity and social problem-solving ability can interact by helping to sustain mental health. The present study aimed to determine the association between attitude and practice of physical activity and social problem-solving ability among university students.

Information on physical activity and social problem-solving was collected using a self-administered questionnaire. We analyzed data from 185 students who participated in the questionnaire surveys and psychological tests. Social problem-solving as measured by the Social Problem-Solving Inventory-Revised (SPSI-R) (median score 10.85) was the dependent variable. Multiple logistic regression analysis was employed to calculate the odds ratios (ORs) and 95% confidence intervals (CIs) for higher SPSI-R according to physical activity categories.

The multiple logistic regression analysis indicated that the ORs (95% CI) in reference to participants who said they never considered exercising were 2.08 (0.69–6.93), 1.62 (0.55–5.26), 2.78 (0.86–9.77), and 6.23 (1.81–23.97) for participants who did not exercise but intended to start, tried to exercise but did not, exercised but not regularly, and exercised regularly, respectively. This finding suggested that positive linear association between physical activity and social problem-solving ability ( p value for linear trend < 0.01).

Conclusions

The present findings suggest that regular physical activity or intention to start physical activity may be an effective strategy to improve social problem-solving ability.

Social problem-solving ability involves the higher-level cognitive processes needed to cope appropriately with various stressful problems experienced in life [ 1 , 2 ]. It can be described as encompassing two components: problem orientation and problem-solving skills. Problem orientation refers to an individual’s awareness and perception of problems, and it performs a motivational function in the problem-solving process. Problem-solving skills are effective coping techniques for dealing with a particular problematic situation. They can be divided into four parts: (1) problem definition and formulation, (2) generation of alternative solutions, (3) decision making, and (4) solution implementation and verification [ 3 ]. Effective social problem-solving abilities can contribute to decreased risk of poor mental health, including depression [ 4 , 5 , 6 ]. Likewise, among university students, it has been reported that higher social problem-solving ability helps to prevent depression and psychological stress [ 7 , 8 ].

People can also cope with various stresses related to social problems through the use of alternative coping techniques that regulate negative emotions. Physical activity is regarded as one of these emotion-focused coping techniques [ 9 ]. In addition, physical activity has a favorable effect on mental health [ 10 , 11 ]. There are many studies that have reported on mental health issues in students [ 12 ]. In addition, previous studies have reported that regular physical activity has been associated with a lower risk of poor mental health in student populations [ 13 , 14 , 15 , 16 ].

These previous studies suggest that physical activity and social problem-solving ability can interact by helping to sustain mental health. In addition, physical activity is known to be associated with various cognitive functions such as attention or memory [ 17 , 18 , 19 , 20 ]. Therefore, there could be a direct association between regular physical activity and social problem-solving.

In the present study, we aimed to determine the association between attitude and practice of physical activity and social problem-solving ability among university students. We hypothesized that engaging in regular physical activity enhances social problem-solving ability. We also sought to determine the linear association between these two characteristics.

Study design and participants

Questionnaire surveys and psychological tests were conducted between July and December 2015. The study population comprised students aged 18 years or older enrolled in Tohoku Fukushi University. We recruited 2750 first- and second-year students to participate in the study using email. A total of 186 students (6.8%) participated in the questionnaire surveys and psychological tests. One participant who did not answer questions about physical activity was excluded, leaving 185 participants (6.7%) for analysis. Tohoku Fukushi University has four faculties (including nine departments), in Welfare, Healthcare, Education, and Management. The mission of these faculties is to deeply inquire into the truth, develop widespread knowledge and specialized skills in their fields, and build meaningful relationships, with the ultimate aim of creating paths to the wellbeing for all mankind.

Measurements

The questionnaire requested the following information from each participant: age, sex, living situation, body weight, height, sleeping condition, dietary habits, physical activity, social activity, psychological distress, and life stressors. The printed questionnaires was administered to participant.

Attitude and practice of physical activity

Attitude and practice of physical activity was defined as “undertaking moderate physical activity such as walking, riding a bicycle, or doing household tasks while standing or walking for at least 60 min per day in daily life.” This measure has been used in the National Health and Nutrition Survey, conducted by the Ministry of Health, Labour and Welfare of Japan [ 21 ]. The possible responses were as follows “I do not practice physical activity, and I never think about doing so,” “I do not practice physical activity, but I intend to start doing so,” “I try to do physical activity, but have not done it much yet,” “Yes, I practice physical activity, but not regularly,” and “Yes, I practice physical activity and regularly.”

• Social problem-solving ability

The Social Problem-Solving Inventory–Revised (SPSI-R) is a 52-item self-report questionnaire that assesses problem-solving skills [ 22 ]. The Japanese version of the SPSI-R, which has been validated previously, uses a 50-item self-report questionnaire [ 23 , 24 ]. The questionnaire contains five subscales: positive problem orientation (PPO), negative problem orientation (NPO), rational problem solving (RPS) (which has four subcomponents: problem definition and formulation (PDF), generation of alternative solutions (GAS), decision making (DM), and solution implementation and verification (SIV)), impulsivity/carelessness style (ICS), and avoidance style (AS). The number of items on each subscale and a sample item are as follows: PPO, four items, e.g., “I believe I can solve a problem if I try hard enough”; NPO, 10 items, e.g., “I feel afraid when I have a problem to solve”; RPS, 20 items, e.g., “I approach problems from many angles”; ICS, 10 items, e.g., “I go with the first good idea that comes to mind”; AS, six items, e.g., “I avoid thinking about problems.” Higher scores on the PPO and RPS (and its subcomponents) indicate more adaptive problem-solving capacity, whereas higher scores on the NPO, ICS, and AS reflect more a more maladaptive approach to problem solving. Each item is answered on a 5-point rating scale with anchors of 0 (“not at all true of me”) and 4 (“extremely true of me”). Sato et al. indicated adequate internal consistency for the Japanese version of the SPSI-R (Cronbach’s α = 0.89) and all subscales (Cronbach’s α = 0.72 to 0.92). In addition, the test–retest reliability over 3 weeks for all subscales as indicated by Pearson’s r was indicated from 0.38 to 0.61 [ 23 ]. In this study, Cronbach’s α ranged from 0.61 to 0.90 (SPSI-R, 0.90; PPO, 0.61; NPO, 0.88; RPS, 0.86; PDF, 0.64; GAS, 0.61; DM, 0.62; SIV, 0.77; ICS, 0.77; and AS, 0.75).

Statistical analyses

First, comparisons between physical activity categories were performed via chi-squared analysis to assess differences in characteristics.

Previous studies did not report a well-accepted cut-point for the SPSI-R [ 22 , 23 ]. Therefore, we conducted analysis of covariance using continuous variables and logistic regression analysis using median scores.

Second, an analysis of covariance was performed to investigate the significance of differences in the SPSI-R among respondents in the various physical activity categories.

Third, we conducted logistic regression analysis to evaluate the association between attitude and practice of physical activity and social problem-solving. Social problem-solving (median score 10.85) was the dependent variable, whereas the independent variable was physical activity, which was divided into five categories: “do not exercise, and never think about doing so (“I do not practice physical activity, and I never think about doing so”),” “do not exercise but intend to start (“I do not practice physical activity, but I intend to start doing so”),” “try to exercise but do not (“I try to do physical activity, but have not done it much yet”),” “exercise but not regularly (“Yes, I practice physical activity, but not regularly,”),” and “exercise regularly (“Yes, I practice physical activity and regularly”)”. Multiple logistic regression analysis was performed to calculate the odds ratios (ORs) and 95% confidence intervals (CIs) for higher social problem-solving according to these five physical activity categories. Furthermore, we repeated the logistic regression analysis after modifying the dependent variable to each subscale, including PPO, NPO, RPS (PDF, GAS, DM, and SIV taken individually), ICS, and AS. The median scores for each of these variables were as follows: PPO, 12; NPO, 23; RPS, 45; PDF, 13; GAS, 12; DM, 11; SIV, 10; ICS, 19; AS, 12.

Fourth, we estimated the p value for the linear trend using the five possible responses regarding physical activity level as a continuous variable (“do not exercise, and never think about doing,” “do not exercise but intend to start,” “try to exercise but do not,” “exercise but not regularly,” and “exercise regularly”).

Fifth, we also conducted stratified analyses according to differences in sex, i.e., we queried whether sex significantly interfered with the association between physical activity and social problem-solving ability. Sex, as the interaction between physical activity and social problem-solving ability, was tested through the addition of cross-product terms to the multivariate-adjusted model.

Sixth, in a supplementary analysis, we conducted multiple Poisson regression analysis to evaluate the association between attitude and practice of physical activity and SPSI-R and subscales and to calculate the rate ratios (RRs) and 95% CIs for higher social problem-solving according to these five physical activity categories.

We considered the following variables to be potential confounders: age in years (continuous variable), sex (men or women), and living alone (yes or no). All statistical analyses were performed using SAS version 9.4 (SAS Inc., Cary, NC, USA). We considered differences at p  < 0.05 to be statistically significant.

Characteristics according to physical activity

As shown in Table  1 , participants belonging to the categories of “try to exercise but do not,” “exercise but not regularly,” and “exercise regularly” were less likely to be women or living alone than those who said they never considered exercising. In contrast, the proportion of men and those living alone was similar with regards to those who responded that they never considered exercising, and those who did not exercise but intended to begin exercising.

Differences in SPSI-R and subscales among categories of physical activity

The mean score ± standard deviation (SD) on the SPSI-R was 10.4 ± 2.7 for participants who said they never considered exercising, 10.7 ± 2.0 for participants who did not exercise but intended to start, 10.6 ± 2.1 for participants who tried to exercise but did not, 10.8 ± 2.1 for participants who exercised but not regularly, and 12.3 ± 2.8 for participants who exercised regularly. We found significant differences between the five categories of physical activity with respect to the SPSI-R, at the p  < 0.01 level. Subscale analyses showed the presence of significant differences in NPO means between the five categories of physical activity (NPO; p  = 0.03) (Table  2 ).

Multivariate odds ratio and 95% confidence interval of higher SPSI-R and subscales according to physical activity

As shown in Table  3 , the unadjusted analysis indicated that the ORs (95% CI) in reference to participants who answered “I do not practice physical activity, and I never think about doing so” were 2.03 (0.68–6.65), 1.68 (0.58–5.34), 3.11 (1.00–10.60), and 7.00 (2.11–26.13) for participants who did not exercise but intended to start, tried to exercise but did not, exercised but not regularly, and exercised regularly, respectively ( p value for linear trend < 0.01). This finding remained basically unchanged, even after adjusting for age, sex, and living alone ( p value for linear trend < 0.01). Thus, a greater frequency of higher SPSI-R scores was found among respondents stating that they tried or intended to exercise but did not, as well as those who exercised regularly or irregularly, when compared to those who had not even considered exercising. With regard to subscales and the subcomponents of RPS, linear associations were observed between physical activity and NPO, DM, and ICS. However, there were no significant linear associations between physical activity and PPO, RPS, PDF, GAS, SIV, or AS.

We further evaluated sex difference in the association between physical activity and social problem-solving ability (Table  4 ). There was no significant interaction between physical activity and social problem-solving ability ( p value for interaction = 0.44).

Multivariate rate ratio and 95% confidence interval of higher SPSI-R and subscales according to physical activity

The multiple adjusted analysis indicated that the RRs (95% CI) in reference to participants who answered “I do not practice physical activity, and I never think about doing so” were 1.57 (0.63–3.91), 1.36 (0.55–3.36), 1.78 (0.71–4.49), and 2.31 (0.93–5.74) for participants who did not exercise but intended to start, tried to exercise but did not, exercised but not regularly, and exercised regularly, respectively. Higher SPSI-R was more frequently observed among participants who exercised regularly than those who did not exercise. This linear association was marginally significant ( p value for linear trend = 0.05). With regard to the subcomponents of RPS, linear associations were observed between physical activity and DM ( p value for linear trend = 0.04) (Additional file 1 : Table S1).

This study, conducted with Japanese university students, indicated that higher SPSI-R was more frequently observed among participants who exercised regularly, compared to those who answered “I do not practice physical activity, and I never think about doing so”. In addition, we found a statistically significant, positive linear association between physical activity and social problem-solving ability.

Our study indicated that higher SPSI-R was more frequently observed among participants who exercised regularly, as compared with those who answered “I do not practice physical activity, and I never think about doing so”. There have been no reports on the reasons for higher SPSI-R scores in participants who exercised regularly. However, previous studies report that exercise may influence cognitive function by increasing brain blood flow [ 25 , 26 ]. The possibility of a direct or indirect relationship between brain blood flow and higher cognitive function would require additional psychological and neuroscientific research.

Because social problem-solving ability consists of problem orientation and problem-solving skills [ 1 , 2 ], we attempted to conduct analyses by subscale. We found significant linear associations between physical activity and NPO, DM, and ICS. The overall positive linear association between physical activity and SPSI-R was mainly attributable to the linear associations between physical activity and these three subscale or subcomponent scores. In addition, greater frequency of higher PPO and RPS (including all subcomponents) and lesser frequency of higher NPO, ICS, and AS were observed in participants who exercised regularly than in those who had not even considered exercising. Considering the findings with respect to the definition provided by D’Zurilla et al. [ 27 ], for NPO, higher motivation for physical activity is related to a lesser tendency to view a problem as a significant threat to one’s well-being, to doubt one’s own personal ability to solve problems successfully, or to easily become frustrated and upset when confronted with problems. For DM, greater motivation for physical activity is related to a stronger tendency to anticipate the consequences of different solutions, judge and compare them, and then choose the most effective solution. For ICS, greater motivation for physical activity is related to a weaker tendency to act impulsively on the first idea that comes to mind; to scan alternative solutions and consequences quickly, carelessly, and unsystematically; or to monitor solution outcomes carelessly and inadequately. Overall, we found that physical activity was associated with a positive result on the SPSI-R as well as on subscales of the SPSI-R.

Overall, 17.3% of the participants in this study indicated that they exercised regularly, and another 18.9% said that they exercised but not regularly. This means that only 36.2% did at least the relatively minimal amount of exercise defined as physical activity on this questionnaire. According to another study, the proportions of Japanese men and women age 20 to 29 engaging in regular exercise were 16.3% and 16.8%, respectively [ 28 ]. Because, in that Ministry of Health study, regular exercise was similarly defined as 30 min of physical activity at least twice a week in accordance with “Health Japan 21” [ 28 , 29 ], it appears that our study participants were more likely to have regular physical activity than the average among all Japanese age 20 to 29. On the other hand, previous studies in the United States indicated that 39.1% of respondents engaged in at least moderate activity [ 30 ] and that 49.9% of students reported moderate to vigorous activity [ 31 ]. Therefore, our study participants were less likely to have a high level of physical activity than U.S. students.

The SPSI-R was developed to assess social problem-solving skills [ 22 ], and it has been translated in Spanish, Chinese, and Japanese [ 23 , 32 , 33 ]. Among our students, the mean on the SPSI-R was 10.9. Previous studies reported means of 12.0 [ 23 ], 11.9 [ 34 ], and 12.6 [ 35 ]. Thus, our average SPSI-R score was observed to be lower than that of students in previous studies. As our students were recruited from one university without random sampling, our study may demonstrate selection bias. Participants in previous studies were selected from various U.S. universities using random sampling. Therefore, further study including a large sample size or a random sample is required to generalize our findings. Moreover, although we hypothesized that regular physical activity would enhance students’ social problem-solving ability, our study was cross-sectional in design. A longitudinal study is required to confirm the assumed direction of the causal association studied here.

We found a statistically significant, positive linear association between physical activity and social problem-solving ability after adjusting for sex. Because participants who exercised were less likely to be women than those who did not exercise (Table  1 ), we conducted stratified analyses to examine whether the association between physical activity and social problem-solving ability was dependent on sex. In consequence, we found that higher SPSI-R was more frequently observed among participants who exercised regularly, irrespective of the sex.

The present study had the following limitations. First, we considered age in years, sex, and living alone as potential confounding factors. However, because the questionnaire did not include socioeconomic status, a family history of mental disorders, and having a part-time job, we did not control for these factors. A further study controlling for these factors will be required. Second, the present study may have information bias in regards to physical activity, because our questionnaire did not include metabolic equivalents (METs) or frequency per week as indicators of physical activity. We estimated the p value for the linear trend using the five possible responses regarding physical activity level as a continuous variable (the responses were: “do not exercise, and never think about doing,” “do not exercise but intend to start,” “try to exercise but do not,” “exercise but not regularly,” and “exercise regularly”). Therefore, further studies using METs or frequency per week as a proxy for the amount of physical activity undertaken will be required. Third, because the response rate was low (6.8%), the participants may not have been representative of the source population of Tohoku Fukushi University students. Our study participants were more likely to engage in regular physical activity than average among all Japanese aged 20 to 29. Therefore, this low response rate should be considered when interpreting the study results. Moreover, a form of selection bias may have occurred wherein participants who were interested in physical activity or a healthy lifestyle may have been more likely to participate in the study.

This study investigated the association between attitude and practice of physical activity and social problem-solving ability among Japanese university students. We found that higher SPSI-R could be more frequently observed among participants who exercised regularly, as compared to those who answered “I do not practice physical activity, and I never think about doing so”. In addition, there was a positive linear association between physical activity and higher social problem-solving ability scores. The present findings suggest that regular physical activity, or an intention to start physical activity, may function as effective strategies for improving social problem-solving ability, which may subsequently help in improving university students’ levels of mental health.

Abbreviations

Avoidance style

Confidence interval

Decision making

Generation of alternative solutions

Impulsivity/carelessness style

Metabolic equivalent

Negative problem orientation

Problem definition and formulation

Positive problem orientation

Rational problem solving

Standard deviation

Solution implementation and verification

Social Problem-Solving Inventory–Revised

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Acknowledgments

This study was supported by the MEXT-Supported Program for the Strategic Research Foundation at Private Universities 2014–2018 (S1411001).

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TS participated in the design of the study, performed the statistical analysis, and wrote the first draft of the manuscript text. YK, CA, YO, and YS participated in its design, conducted research, and helped to draft the manuscript. SO participated in its design, and supervised and provided commentaries to the manuscript text. All authors read and approved the final manuscript.

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The study protocol was reviewed and approved by the Ethics Committee of Tohoku Fukushi University (RS150203). Written informed consent was obtained from all participants.

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Kansei Fukushi Research Institute, Tohoku Fukushi University, Sendai, Japan

Yousuke Kawachi, Yul-wan Sung & Seiji Ogawa

Department of Welfare Psychology, Graduate School of General Welfare, Tohoku Fukushi University, Sendai, Japan

Chihiro Abe & Yuki Otomo

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Table S1. Multivariate RR and 95% CI of higher SPSI-R and subscales according to physical activity. (DOCX 24 kb)

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Sone, T., Kawachi, Y., Abe, C. et al. Attitude and practice of physical activity and social problem-solving ability among university students. Environ Health Prev Med 22 , 18 (2017). https://doi.org/10.1186/s12199-017-0625-8

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Received : 31 October 2016

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DOI : https://doi.org/10.1186/s12199-017-0625-8

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