Complex problem solving in educational contexts - Something beyond g: Concept, assessment, measurement invariance, and construct validity.

Autor/inn/en	Greiff, Samuel; Wüstenberg, Sascha; Molnar, Gyöngyver; Fischer, Andreas; Funke, Joachim; Csapo, Beno
Titel	Complex problem solving in educational contexts - Something beyond g: Concept, assessment, measurement invariance, and construct validity.
Quelle	In: Journal of educational psychology, 105 (2013) 2, S. 364-379Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0031856
Schlagwörter	Bildung; Erziehung; Testvalidität; Fähigkeit; Intelligenz (Psychologie); Problemlösen; Sekundarbereich; Schüler; Messung; Leistungsprognose
Abstract	Investigated the nature of complex problem solving (CPS) by applying a state-of-the-art approach to assess CPS in high school. The present study analyzed whether two processes derived from cognitive psychology, knowledge acquisition and knowledge application, can be measured equally well across grades and whether these processes differ between grades. Further, relations between CPS, general mental ability (g), academic achievement, and parental education were explored. Hungarian high school students in Grades 5 to 11 (N = 855, mean age 14 years) completed MicroDYN, which is a computer-based CPS test, and the Culture Fair Test 20-R (CFT 20-R) as a measure of g. Results based on structural equation models showed that empirical modeling of CPS was in line with theories from cognitive psychology such that the two dimensions identified above were found in all grades, and that there was some development of CPS in school, although the Grade 9 students deviated from the general pattern of development. Finally, path analysis showed that CPS was a relevant predictor of academic achievement over and above g. It is concluded that, overall, results of the current study provide support for an understanding of CPS as a cross-curricular skill that is accessible through computer-based assessment and that yields substantial relations to school performance. It is thus argued that the increasing attention CPS has currently received on an international level seems warranted given its high relevance for educational psychologists. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2013/4