Literaturnachweis - Detailanzeige
| Autor/inn/en | Greiff, Samuel; Kretzschmar, André; Müller, Jonas C.; Spinath, Birgit; Martin, Romain |
|---|---|
| Titel | The computer-based assessment of complex problem solving and how it is influenced by students' information and communication technology literacy. |
| Quelle | In: Journal of educational psychology, 106 (2014) 3, S. 666-680Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Denken; Kurzzeitgedächtnis; Problemlösen; Computer; Computerkenntnisse; Generalisierung; Informationstechnologie |
| Abstract | Investigated the influence of information and communication technology (ICT) literacy on complex problem solving (CPS) and on the power of CPS to predict external educational criteria. The aim was to establish CPS as a distinct construct that involves complex cognitive processes not covered by other general cognitive abilities and not related to ICT literacy. To measure ICT literacy and general cognitive ability, 3 different studies involved samples of either high school or university students that were tested using a variety of instruments as well as tasks used in the MicroDYN approach (Greiff et al., 2012). Study A examined relations among CPS components, computer knowledge, computer anxiety, figural reasoning, and final grade-point average (GPA) in 222 high-ability college students (mean age 23 years). Study B examined similar points with 341 college students (mean age 22 years). Study C then looked at relations among CPS components, computer anxiety, working memory capacity, and annual school marks in 389 high school students (mean age 17 years). Convergent results based on structural equation modeling and confirmatory factor analyses across the studies showed that ICT literacy was weakly or moderately related to CPS, and these associations were similar to those between ICT and other general cognitive abilities. Furthermore, the power of CPS to predict external educational criteria over and above general cognitive ability remained even if the influence of ICT literacy on CPS was controlled for. It is concluded that CPS is a distinct construct that captures complex cognitive processes not generally found in other assessments of general cognitive ability or of ICT literacy. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2017/4 |
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