Using Process Data to Explain Group Differences in Complex Problem Solving

Autor/inn/en	Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes
Titel	Using Process Data to Explain Group Differences in Complex Problem Solving
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1546-1562 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000446
Schlagwörter	Problem Solving; Data Use; Differences; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Behavior; Gender Differences; Immigrants; Australia; Austria; Belgium; Brazil; Bulgaria; Canada; Taiwan; Colombia; Croatia; Czech Republic; Denmark; Estonia; Finland; France; Germany; Hong Kong; Hungary; Ireland; Israel; Italy; Japan; Macau; Malaysia; Montenegro; Netherlands; Norway; Poland; Portugal; Russia; Serbia; China (Shanghai); Singapore; Slovakia; Slovenia; Spain; Sweden; Switzerland; Turkey; United Arab Emirates; United Kingdom; United States; Uruguay; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Problemlösen; Unterscheiden; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Australien; Österreich; Belgien; Brasilien; Bulgarien; Kanada; Kolumbien; Kroatien; Tschechische Republik; Dänemark; Estland; Finnland; Frankreich; Deutschland; Hongkong; Ungarn; Irland; Italien; Niederlande; Norwegen; Polen; Russland; Serbien; Singapur; Slowakei; Slowenien; Spanien; Schweden; Schweiz; Türkei; Vereinigte Arabische Emirate; Großbritannien; USA
Abstract	In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performance on the 2012 Programme for International Student Assessment complex-problem solving (CPS) items. We found that across all investigated countries interactive behavior can fully explain gender differences in CPS, but cannot explain differences between students with and without a migration background. However, in some countries these results differ from the cross-country results. Our results indicate that process measures derived from log data are useful for further investigating and explaining performance differences between girls and boys and students with and without migration background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01