References of "Greiff, Samuel 50001890"
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See detailUnderstanding the link between need for cognition and complex problem solving
Rudolph, Julia UL; Greiff, Samuel UL; Strobel, Anja et al

in Contemporary Educational Psychology (2018), 55

With the aim of broadening the understanding of the nomological network of Complex Problem Solving (CPS), we investigated the link between CPS and Need for Cognition (NFC) while controlling for reasoning ... [more ▼]

With the aim of broadening the understanding of the nomological network of Complex Problem Solving (CPS), we investigated the link between CPS and Need for Cognition (NFC) while controlling for reasoning ability. Further, we explored whether the relation between NFC and CPS was mediated by test-taking behavior (i.e., exploration time). Using structural equation modeling, we analyzed data from 474 German seventh graders. We found (a) that NFC and CPS were positively related, (b) that this link was partially mediated by CPS exploration time, and (c) that the link between NFC and CPS that was partially mediated by exploration time remained substantial even after we controlled for reasoning. Altogether, these results provide new insights into how CPS and NFC are linked. [less ▲]

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See detailStudents' exploration strategies in computer-simulated complex problem environments: A latent class approach
Greiff, Samuel UL; Molnár, Gyöngyvér; Martin, Romain UL et al

in Computers & Education (2018), 126

Complex problem solving (CPS) is considered an important educational achievement indicator. Previous research has indicated that CPS performance depends to a substantial extent on the way students explore ... [more ▼]

Complex problem solving (CPS) is considered an important educational achievement indicator. Previous research has indicated that CPS performance depends to a substantial extent on the way students explore problem environments. In this study, we investigated qualitative differences in the way students interact with such environments. In a sample of N = 2226 Hungarian students in Grades 6 to 8, we applied a latent class approach to investigate the use of the principle of isolated variation as an exploration strategy across six CPS tasks that were developed within the MicroDYN approach. Six qualitatively different class profiles emerged: proficient explorers, intermediate explorers, low-performing explorers, rapid learners, emerging explorers, and nonpersisting explorers. We further validated the profiles by comparing the latent classes with regard to students' overall CPS performance and additional indicators of task exploration. In analyzing age-related and gender differences on a cross-sectional level, we found only a small progression toward better performing class profiles from Grade 6 to Grade 8 (e.g., 14.6% of students in Grade 6 were proficient explorers vs. 24.6% in Grade 8; 27.1% of students in Grade 6 were low-performing explorers vs. 25.8% in Grade 8), and there were no substantial gender differences. This study contributes to the understanding of how students interact with complex problems and is the first to address whether variations in these behaviors indicate qualitatively different levels of strategic behavior. We discuss the theoretical underpinnings and potential of identifying class profiles of students' exploration behavior in the field of educational psychology. [less ▲]

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See detailStudents' beliefs and attitudes toward mathematics across time: A longitudinal examination of the theory of planned behavior
Niepel, Christoph UL; Burrus, Jeremy; Greiff, Samuel UL et al

in Learning and Individual Differences (2018), 63

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See detailStill comparing apples with oranges? Some thoughts on the principles and practices of measurement invariance testing
Greiff, Samuel UL; Scherer, R.

in European Journal of Psychological Assessment (2018), 34

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See detailThe world beyond rating scales. Why we should think more carefully about the response format in questionnaires
Wetzel, Eunike; Greiff, Samuel UL

in European Journal of Psychological Assessment (2018)

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See detailMaking use of data for assessments. Harnessing analytics and data science
Ifenthaler, D.; Greiff, Samuel UL; Gibson, D. C:

in Voogt, J.; Knezek, G.; Christensen, R. (Eds.) et al International handbook of IT in primary and secondary education (2018)

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See detailComplex problem solving and its position in the wider realm of the human intellect
Greiff, Samuel UL; Scherer, Ronny

in Journal of Intelligence (2018)

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See detailCollaborative problem solving education for the 21st century workforce
Fiore, S.; Graesser, A.; Greiff, Samuel UL

in Nature Human Behaviour (2018), 2

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See detailHow employees perceive organizational learning: construct validation of the 25-item short form of the strategic learning assessment map (SF-SLAM)
Mainert, Jakob; Niepel, Christoph UL; Lans, Thomas et al

in Journal of Knowledge Management (2018), 22

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See detailEJPA Introduces Registered Reports as New Submission Format
Greiff, Samuel UL; Allen, Mark S.

in European Journal of Psychological Assessment (2018), 34(4), 217-219

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See detailComputer-based assessments in PISA. Challenges and potentials for research and policy
Greiff, Samuel UL; Johnson, Ashley

Speeches/Talks (2017)

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See detailNeues zu Prozessindikatoren. Von der Erklärung des Aufgabenerfolgs zum formative Assessment
Pucite, L.; Eichmann, B.; Naumann, J. et al

Speeches/Talks (2017)

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See detailProblem solving in PIAAC. Fundamentals and vision.
Greiff, Samuel UL

Speeches/Talks (2017)

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See detailOrganizational learning and complex problem solving. Towards a better understanding of the modern workplace.
Jaster, Christian UL; Mainert, Jakob; Greiff, Samuel UL

Scientific Conference (2017, September)

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