On the relation of complex problem solving, personality, fluid intelligence, and academic achievement.

Autor/inn/en	Greiff, Samuel; Neubert, Jonas C.
Titel	On the relation of complex problem solving, personality, fluid intelligence, and academic achievement. Gefälligkeitsübersetzung: Zur Beziehung zwischen komplexem Problemlösen, Persönlichkeit, fluider Intelligenz und schulischer Leistung.
Quelle	In: Learning and individual differences, (2014) 36, S. 37-48Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2014.08.003
Schlagwörter	Intelligenz (Psychologie); Kognitive Kompetenz; Persönlichkeit; Problemlösen; Sekundarbereich; Schüler; Schülerin; Leistung; Modell
Abstract	Examined the dimensionality of complex problem solving (CPS) and its relationship to other cognitive and noncognitive constructs (e.g., personality, fluid intelligence, and academic achievement). 490 high school students (aged 14-20 years) in grades 9-13 completed a set of MicroDYN tasks to assess CPS, as well as the NEO Personality Inventory (NEO-PI-R), the Culture Fair Test (CFT 20-R), and submitted school grades. Results showed that relations between CPS and the five-factor model of personality were weak, whereas the overlap between fluid intelligence and CPS was moderate. Moreover, there was some indication of CPS incrementally predicting school grades beyond fluid intelligence. There was no indication of differential validity for either of the proposed model's two components, model building and control (as indicators of knowledge acquisition and application, respectively). This suggests that an overarching CPS factor might be the best choice for predicting external criteria of academic achievement. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3