References of "Greiff, Samuel 50001890"
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Greiff, Samuel UL

Scientific Conference (2014, April)

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See detailExploiting the Potential of Process Data in Complex Problem Solving Assessment
Greiff, Samuel UL; Müller, Jonas UL

Scientific Conference (2014, March)

Detailed reference viewed: 54 (3 UL)
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See detailKonstruktvalidierung von Komplexem Problemlösen mit Hilfe von und für Large-Scale Assessments
Wüstenberg, Sascha UL; Greiff, Samuel UL; Vainikainen, M.-P. et al

Scientific Conference (2014, March)

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See detailNon-cognitive assessment and 21st century skills. A research agenda
Greiff, Samuel UL

Presentation (2014, March)

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See detailBenefits of computer-based assessment. Perspectives and examples
Greiff, Samuel UL; Rudolph, Julia UL

Presentation (2014, January)

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See detailCross-national gender differences in complex problem solving and their determinants.
Wüstenberg, Sascha UL; Greiff, Samuel UL; Molnár, Gyöngyvér et al

in Learning & Individual Differences (2014), 29

The present study examined cross-national gender differences in domain-general complex problem solving (CPS) and their determinants. A CPS test relying on the MicroDYN approach was applied to a sample of ... [more ▼]

The present study examined cross-national gender differences in domain-general complex problem solving (CPS) and their determinants. A CPS test relying on the MicroDYN approach was applied to a sample of 890 Hungarian and German high school students attending 8th to 11th grade. Results based on multi-group confirmatory factor analyses showed that measurement invariance of CPS was found across gender and nationality. Analyses of latent mean differences revealed that males outperformed females and German students outperformed Hungarian students. However, these results were caused by Hungarian females performing worse than all other groups. Further analyses of logfiles capturing process data of the interaction of participants with the task showed that Hungarian females less often used vary-one-thing-at-a-time strategy, which lead to considerably worse knowledge acquisition. Results imply that analyzing process data such as use of strategies is highly advisable to identify determinants of overall performance differences in CPS across groups of interest. [less ▲]

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See detailKomplexes Problemlösen im naturwissenschaftlichen Unterricht
Rudolph, Julia UL; Greiff, Samuel UL

Presentation (2014, January)

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See detailDie Rolle des Problemlösens in der empirischen Bildungsforschung des 21.Jahrhunderts
Greiff, Samuel UL

Scientific Conference (2014, January)

Detailed reference viewed: 35 (7 UL)
See detailAssessment of collaborative problem solving using linear equations on a tangible tabletop
Maquil, V.; Tobias, E.; Greiff, Samuel UL et al

in Kalz, M.; Ras, E. (Eds.) Computer assisted assessment. Research into e-assessment (2014)

Detailed reference viewed: 93 (2 UL)
See detailKompetenzmessung im Bildungsbereich
Martin, Romain UL; Greiff, Samuel UL; Fischbach, Antoine UL et al

in Steffgen, Georges; Michaux, Gilles; Ferring, Dieter (Eds.) Psychologie in Luxemburg - Ein Handbuch (2014)

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See detailProblemlösen in der Pädagogischen Psychologie. Themenheft.
Greiff, Samuel UL; Kretzschmar, André UL; Leutner, Detlev

in Zeitschrift für Pädagogische Psychologie (2014), 28

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See detailComputer-based assessment of cross-curricular skills and processes. Special section.
Greiff, Samuel UL; Martin, Romain UL; Spinath, Birgit

in Journal of Educational Psychology (2014)

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See detailBook review on The Rise of Data in Education
Greiff, Samuel UL

in Psychology Learning and Teaching (2014), 13

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See detailTeacher evaluation of student ability: what roles do teacher gender, student gender, and their interaction play?
Krkovic, Katarina UL; Greiff, Samuel UL; Kupiainen, Sirkku et al

in Educational Research (2014)

Background: Recent decades have been marked by an extensive movement to analyze bias in people’s thinking, especially in gender-related issues. Studies have addressed the question of gender bias in ... [more ▼]

Background: Recent decades have been marked by an extensive movement to analyze bias in people’s thinking, especially in gender-related issues. Studies have addressed the question of gender bias in classrooms on different levels—the use of gender in books, learning opportunities determined by students’ gender, or teachers’ gender preferences. Purpose: In this study, we aim to answer the question of whether and under which circumstances the interaction between teacher gender and student gender positively or negatively influences teachers’ evaluations of students’ performance, while controlling for objective measures of students’ performance. For instance, it could be possible that a teacher with the same gender as a student evaluates the student as better than opposite-gender students, independent of their objective performance. Sample: The sample consisted of n > 1,500 Finnish 6th grade students (Mage= 12.67) and their respective class teachers. Design and methods: Students completed several academic skills tests, including a mathematical thinking test, reading comprehension test, and scientific reasoning test. Furthermore, teachers provided their evaluation of each student, evaluating students’ performance in different school subjects and answering questions regarding their probability of academic success. To test whether the teacher-student gender interaction had an effect on the criterion variable, i.e. teachers’ evaluation of the students’ performance, multilevel analyses accounting for between- and within-class effects were applied. Thereby, the effect of students’ objective performance on teachers’ evaluation of the students and main effects of gender were controlled for as covariates. Results: The main results indicated that the interaction between student and teacher gender did not influence teachers’ evaluation of the students. However, regardless of their gender, teachers tended to evaluate girls as better than boys in first language performance (i.e. Finnish language) and potential for success in school. Teacher gender did not influence the evaluation. Conclusions: The results of the study suggest that the interaction between teacher and student gender is unlikely to be a source of possible bias in the evaluations of students in the Finnish educational system. [less ▲]

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See detailThe development of complex problem solving: a latent growth curve analysis
Frischkorn, G.; Greiff, Samuel UL; Wüstenberg, Sascha UL

in Journal of Educational & Psychological Consultation (2014), 106

Detailed reference viewed: 118 (43 UL)