合作问题解决能力是当今知识经济的核心竞争力，培养学生的合作问题解决能力已经成为21世纪各国教育最为关注的一项重要内容。目前对合作问题解决能力的研究尚停留在概念建构与测评工具开发阶段，很多研究结合具体学科探讨合作问题解决式教学方法，而关于影响因素的研究十分匮乏。合作倾向是一种稳定的人格特质，不仅是合作问题解决的重要体现方面之一，也是合作及合作问题解决领域的一大研究热点。 本研究选取中国四省市和美国的15岁中学生作为研究对象，采用OECD在PISA官网上公布的PISA2015的数据，从中选取中国四省市和美国的数据进行深度分析。通过描述分析考察中国和美国中学生的合作问题解决能力以及合作倾向的发展现状，通过差异分析和相关分析考察变量之间的基本关系，并运用多水平结构方程模型考察在控制学生和学校背景变量的条件下，学生所感知到的社会支持和成就动机对学生合作问题解决能力、合作倾向的影响，以及成就动机和合作倾向在社会支持与合作问题解决能力之间的中介作用，分析中美差异。根据研究结果得出以下研究结论： （1）中国中学生的合作问题解决能力一般，处于OECD国家平均水平，相比美国较差。中国中学生对合作认可度比美国高，但是内在对合作的喜欢程度以及对合作技巧的掌握不如美国。 （2）合作倾向对合作问题解决能力的影响跨文化一致。对于中国和美国中学生，喜欢合作对合作问题解决能力均有显著正向影响，合作价值认知对合作问题解决能力均有显著负向影响，且喜欢合作比合作价值认知具有更大的影响效应。 （3）成就动机对合作问题解决能力的直接影响具有文化差异，在中国显著为负，在美国显著为正，总体影响和间接影响跨文化一致。对于中国和美国中学生，总体上，成就动机对合作问题解决能力具有正向影响，合作倾向的中介效应显著，喜欢合作的中介效应大于合作价值认知的中介效应。 （4）社会支持对合作问题解决能力有重要影响并存在不同程度的文化差异。其中学校归属感影响效应的文化差异最大，教师不公平的次之，父母情感支持的最小。总体而言，父母情感支持对合作问题解决能力具有正向影响，具有跨文化的一致性。教师不公平对合作问题解决能力具有显著负向影响，具有跨文化的一致性。学校归属感对于中国学生的合作问题解决能力具有正向影响，但对于美国学生的合作问题解决能力具有显著负向影响。成就动机、合作倾向在社会支持的三个指标与合作问题解决能力之间起到不同程度的中介作用。

Collaborative problem solving is the core competitiveness of today's knowledge-based economy, and it has become an important part of the education of all countries in twenty-first Century. At present, the research on collaborative problem solving is still in the stage of conceptual construction and evaluation instrument development. Many studies have combined with specific disciplines to discuss the teaching method of collaborative problem solving, while the research on the influencing factors of it is very scarce. Collaboration dispositions is a stable personality trait. It is not only one of the important aspects of collaborative problem solving, but also a hot topic in the field of collaboration and collaborative problem solving. In order to know the development status of collaborative problem solving ability and collaboration dispositions in Chinese and American middle school students, find out the key factors influencing collaborative problem solving, and examine cross-cultural difference, in this study, 15-year-old middle school students form China(B-S-J-G) and United States were selected as the research object, and the data of China(B-S-J-G) and United States from PISA2015 were analyzed by description analysis, independent sample T test, correlation analysis, and multilevel structural equation model (MSEM). The MSEM was used to investigate the effects of social support and achievement motivation on collaborative problem solving and collaboration dispositions under the condition of controlling student and school background variables. And the mediating effects of achievement motivation and collaboration dispositions on the relationship between social support and collaborative problem solving were also analyzed in MSEM. The conclusions showed that: (1) Collaborative problem solving ability of Chinese middle school students is generally at the average level of OECD countries, which is worse than that of the United States. Valuing cooperation is higher than that of the United States, but the degree of internal cooperation enjoyment and mastery of cooperative skills are not as good as that of the United States. (2) The effect of collaboration dispositions on collaborative problem solving is interculturally congruent. For both Chinese and American middle school students, enjoying cooperation has a significant positive impact on collaborative problem solving, while valuing cooperation has a significant negative impact on collaborative problem solving, and enjoying cooperation is more effective for collaborative problem solving than that of valuing cooperation. (3) The direct effect of achievement motivation on collaborative problem solving is different cross cultures, which is significantly negative in China while significantly positive in the United States. The overall effect and indirect effect of achievement motivation on collaborative problem solving are both interculturally congruent. For both Chinese and American middle school students, in general, achievement motivation has a positive impact on collaborative problem solving; The mediating effect of collaboration dispositions is significant, and the mediating effect of enjoying cooperation is greater than that of valuing cooperation. (4) Social support has important effects on collaborative problem solving and there are cross-cultural differences in different degrees. Among them, cross-cultural differences of the effect of school belonging is the largest, that of unfairteachers is the second, and that of parents enmotional support is the least. Generally speaking, parents emotional support has a positive impact on collaborative problem solving, which has a cross-cultural consistency. Teacher's unfairness has a significant negative impact on collaborative problem solving, which also has a cross-cultural consistency. The sense of school belonging has a positive impact on collaborative problem solving for Chinese students, while it has a significant negative impact on that for American students. Achievement motivation and collaboration dispositions are important mediators between three indicators of social support and collaborative problem solving, and their mediating effects vary.