References of "Greiff, Samuel 50001890"
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See detailEasily too difficult. Estimating item difficulty in computer simulated microworlds
Stadler, Matthias; Niepel, Christoph UL; Greiff, Samuel UL

in Computers in Human Behavior (2016), 65

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See detailAssessing Collaborative Behavior in Students - An Experiment-Based Assessment Approach
Krkovic, Katarina; Wüstenberg, Sascha UL; Greiff, Samuel UL

in European Journal of Psychological Assessment (2016), 32(1), 52-60

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See detailExtension procedures for confirmatory factor analysis
Nagy, Gabriele; Brunner, Martin UL; Lüdtke, Oliver et al

in Journal of Experimental Education (2016), 85

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See detailPrediction of Complex Problem Solving and school grades by working memory and ability self-concept
Meißner, Anja; Greiff, Samuel UL; Frischkorn, Gidon T. et al

in Learning and Individual Differences (2016), 49

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See detailComplex problem solving in educational contexts. Still something beyond a “good g”?
Lotz, Christin; Sparfeldt, Jörn R.; Greiff, Samuel UL

Scientific Conference (2016)

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See detailThe prediction of problem solving assessed via microworlds. The relative importance of fluid reasoning and working memory
Greiff, Samuel UL; Krkovic, Katarina; Hautamäki, Jarkko

in European Journal of Psychological Assessment (2016), 32

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See detailComplex problem solving and intelligence. A meta-analysis
Stadler, Matthias; Becker, N.; Gödker, M. et al

Poster (2016)

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See detailSpecial Issue: Current Methodological Issues in Educational Large-Scale Assessments – Part I
Stadler, Matthias UL; Krolak-Schwerdt, Sabine UL; Greiff, Samuel UL

in Psychological Test and Assessment Modeling (2016), 58

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See detailThe choice between what you want now and what you want most. Self-control explains academic achievement beyond cognitive ability
Stadler, Matthias UL; Aust, Miriam; Becker, Nicolas et al

in Personality and Individual Differences (2016), 94

Achieving a university degree is a demanding long-term goal, and students often show varying levels of academic achievement despite similar intellectual abilities. In order to help students, researchers ... [more ▼]

Achieving a university degree is a demanding long-term goal, and students often show varying levels of academic achievement despite similar intellectual abilities. In order to help students, researchers thereby need to understand the origins of these individual differences. However, it remains unclear whether self-control is important for students' academic achievement beyond their general cognitive ability. To answer this question,N= 150 German university students completed a measure of general cognitive ability as well as a German translation of the Brief Self-Control Scale. Grade point average (GPA) served as an objective indicator of academic achievement, complemented by personal ratings as a measure of subjective academic achievement (SAA). Both cognitive ability and self-control explained substantial amounts of variance in GPA; however, only self-control accounted for variance in SAA. The study's keyfinding was that self-control indeed contributed to explaining GPA and SAA, even when cognitive ability was controlled for. On the basis of these results, we argue that self-control holds important explanatory value for both objective and subjective academic achievement, and we discuss the results' practical relevance with regard to student success at university. [less ▲]

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See detailComplex problem solving in a changing world. Bridging domain-specific and transversal competence demands in vocational education
Neubert, Jonas; Lans, Thomas; Mustafic, Maida UL et al

in Mulder, Martin; Winterton, Jonathan (Eds.) Competence-based vocational and professional education. The Springer series Education for the changing world of work (2016)

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See detailUnderstanding students' performance in a computer-based assessment of complex problem solving. An analysis of behavioral data from computer-generated log files.
Greiff, Samuel UL; Niepel, Christoph UL; Scherer, Ronny et al

in Computers in Human Behavior (2016), 61

Computer-based assessments of complex problem solving (CPS) that have been used in international large-scale surveys require students to engage in an in-depth interaction with the problem environment. In ... [more ▼]

Computer-based assessments of complex problem solving (CPS) that have been used in international large-scale surveys require students to engage in an in-depth interaction with the problem environment. In this, they evoke manifest sequences of overt behavior that are stored in computer-generated logfiles. In the present study, we explored the relation between several overt behaviors, which N=1476 Finnish ninth-grade students (mean age=15.23,SD=.47 years) exhibited when exploring a CPS environment, and their CPS performance. We used the MicroDYN approach to measure CPS and inspected students' behaviors through log-file analyses. Results indicated that students who occasionally observed the problem environment in a noninterfering way in addition to actively exploring it (noninterfering observation) showed better CPS performance, whereas students who showed a high frequency of (potentially unplanned) interventions (intervention frequency) exhibited worse CPS performance. Additionally, both too much and too little time spent on a CPS task (time on task) was associated with poor CPS performance. The observed effects held after controlling for students' use of an exploration strategy that required a sequence of multiple interventions (VOTAT strategy) indicating that these behaviors exhibited incremental effects on CPS performance beyond the use of VOTAT. [less ▲]

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See detailTeacher evaluation of student ability. What roles do teacher gender, student gender, and their interaction play?
Krkovic, K.; Greiff, Samuel UL; Kupiainen, S. et al

in Hadjar, Andreas; Krolak-Schwerdt, Sabine; Priem, Karin (Eds.) et al Gender and educational achievement (2016)

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See detailComplex problem solving skills and innovativeness. Evidence from occupational testing and regional data.
Ederer, Peer; Patt, Alexander; Greiff, Samuel UL

in European Journal of Education (2016), 51(2),

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See detailAssessment of complex problem solving: What we know and what we don’t know
Herde, Christoph Nils; Wüstenberg, Sascha; Greiff, Samuel UL

in Applied Measurement in Education (2016), 29

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See detailA look back and a glimpse forward. A personal exchange between the current and the incoming editor-in-chief of EJPA
Ziegler, Matthias; Greiff, Samuel UL

in European Journal of Psychological Assessment (2016), 32

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See detailContemporary assessment challenges. The measurement of 21st century skills. Special issue
Greiff, Samuel UL; Kyllonen, Patrick

in Applied Measurement in Education (2016)

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See detailIndividual differences in complex problem solving skills. How they evolve and what they imply.
Wüstenberg, Sascha; Greiff, Samuel UL; Vainikainen, Mari-Pauliina et al

in Journal of Educational Psychology (2016), 108(7), 1028-1044

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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)

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See detailConstruct validity of complex problem solving: A comprehensive view on different facets of intelligence and school grades
Kretzschmar, André UL; Neubert, Jonas UL; Wüstenberg, Sascha UL et al

in Intelligence (2016), 54

Although Complex Problem Solving (CPS) has attracted increasing amounts of attention in recent years (e.g., PISA study), the role of CPS in the nomological network of intelligence is controversial. The ... [more ▼]

Although Complex Problem Solving (CPS) has attracted increasing amounts of attention in recent years (e.g., PISA study), the role of CPS in the nomological network of intelligence is controversial. The question of whether CPS is a distinct construct is as old as CPS research itself, but previous studies have had specific shortcomings when addressing the question of whether CPS is a separable or independent construct. The aim of the present study was, therefore, to combine the advantages of previous studies to facilitate a less biased view of the relation between CPS and established intelligence constructs. A sample of 227 German university students worked on a comprehensive measure of intelligence (Berlin Intelligence Structure test) and two CPS assessment tools (MicroDYN and MicroFIN). Furthermore, final school grades (GPA) served as an external criterion. We applied confirmatory factor analyses and structural equation modeling to investigate the relation between CPS and established intelligence constructs on the basis of different psychometric approaches (i.e., first-order model, nested factor model). Moreover, we examined the incremental validity of CPS in explaining GPA beyond established intelligence constructs. Results indicate that CPS represents unique variance that is not accounted for by established intelligence constructs. The incremental validity of CPS was found only when a commonly used narrow operationalization of intelligence was applied (i.e., figural reasoning) but not when a broad operationalization was applied. [less ▲]

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