References of "Rudolph, Julia 50002961"
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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 detailMetacognitive confidence judgments and their link to complex problem solving
Rudolph, Julia UL; Niepel, Christoph UL; Greiff, Samuel UL et al

in Intelligence (2017)

With the aim to better understand the nature of complex problem solving (CPS), we investigated the link between confidence judgments, which represent a major constituent of metacognitive self-monitoring ... [more ▼]

With the aim to better understand the nature of complex problem solving (CPS), we investigated the link between confidence judgments, which represent a major constituent of metacognitive self-monitoring, and CPS by regressing the two facets of CPS (i.e., knowledge acquisition and knowledge application) on confidence in CPS. To ensure that the link between confidence in CPS and CPS is distinct, we controlled for reasoning, which is the strongest known correlate of CPS. Using structural equation modeling in a sample of 471 German eventh- grade students, we found that confidence in CPS explained 67% of the variance in CPS knowledge acquisition and 55% of the variance in CPS knowledge application. These links were reduced but remained substantial when we controlled for reasoning. The results indicate that confidence judgments as indicators of metacognitive monitoring in CPS are substantially linked to successful CPS, thus bringing us one step closer to a full understanding of CPS. [less ▲]

Detailed reference viewed: 122 (10 UL)
See detailDie Rolle transversaler Kompetenzen für schulisches Lernen. Das Beispiel des komplexen Problemlösens
Niepel, Christoph UL; Rudolph, Julia UL; Goldhammer, Frank et al

in BMBF (Ed.) Forschungsvorhaben in Ankopplung an Large-Scale Assessments (2016)

Detailed reference viewed: 48 (1 UL)
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See detailExplaining response confidence in Complex Problem Solving perfomance
Rudolph, Julia UL; Krkovic, Katarina; Niepel, Christoph UL et al

Scientific Conference (2015)

Detailed reference viewed: 58 (1 UL)
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See detailKomplexes Problemlösen und sein Bezug zu Need For Cognition
Rudolph, Julia UL; Hardt, Katinka UL; Preckel, Franzis et al

Scientific Conference (2014, September)

Detailed reference viewed: 66 (1 UL)
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See detailNeed for cognition and complex problem solving
Rudolph, Julia UL; Hardt, Katinka UL; Strobel, Anja et al

Scientific Conference (2014, August)

Detailed reference viewed: 99 (4 UL)
See detailNeed for Cognition in Children and Adolescents: Correlates and Relations to Intelligence and School Performance.
Strobel, A.; Luong, C.; Greiff, Samuel UL et al

Scientific Conference (2014, July)

Detailed reference viewed: 93 (0 UL)
See detailBenefits of computer-based assessment. Perspectives and examples
Greiff, Samuel UL; Rudolph, Julia UL

Presentation (2014, January)

Detailed reference viewed: 41 (2 UL)
See detailKomplexes Problemlösen im naturwissenschaftlichen Unterricht
Rudolph, Julia UL; Greiff, Samuel UL

Presentation (2014, January)

Detailed reference viewed: 51 (1 UL)
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See detailKomplexes Problemlösen als eigenständiges Konstrukt
Mainert, Jakob UL; Müller, Jonas UL; Greiff, Samuel UL et al

Scientific Conference (2013, September 25)

Recently published studies on Complex Problem Solving (CPS) suggest that assessments of CPS using multiple complex systems are only moderately related to tests of classical cognitive abilities. Further ... [more ▼]

Recently published studies on Complex Problem Solving (CPS) suggest that assessments of CPS using multiple complex systems are only moderately related to tests of classical cognitive abilities. Further, CPS assessments show incremental validity beyond tests of other cognitive abilities when predicting relevant outcomes. However, these empirical accounts have relied on single CPS assessment instruments. We do not know whether these findings will generalize to the construct level across different CPS assessment instruments. To answer this question, we tested a sample of N = 339 German university students who completed three CPS assessment instruments based on multiple complex systems (MicroDYN, the Genetics Lab, and MicroFIN) and the matrices subtest of the Intelligence Structure Test as measure of reasoning. Students further reported their school grades. Analyses including latent multitrait–multimethod models provided support for the conceptualization of CPS as a complex cognitive ability. Results indicated that different CPS assessment instruments showed sufficient convergent validity (with a consistency mostly between .50 and .60). In addition, we found evidence for the divergent validity of CPS from reasoning (reasoning predicted two CPS facets, knowledge and control, àKNOW = .49 and àCON = .53, respectively). In the prediction of academic achieve- ment, CPS explained variance in natural science grades after we controlled for reasoning (àCPS = .22), whereas social science grades were not predicted. Our findings suggest that the validity of CPS generalizes across different measurement instruments. [less ▲]

Detailed reference viewed: 115 (16 UL)