Der Frauenanteil in mathematisch-technischen und Ingenieursberufen sagt das mathematische Selbstkonzept von Schülerinnen in 24 Ländern voraus

Scientific Conference (2017)

Metacognitive confidence judgments and their link to complex problem solving

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 ▲]

The role of ICT usage in problem-solving achievement. Findings from the PISA 2012 data

Scientific Conference (2016, October)

Determinants of Academic Self-Concept

Presentation (2016, September 13)

Lesbian and Gay Identity: Testing for Equivalence Across Germans and US-Americans

Scientific Conference (2016, July)

Predicting the problem-solving self-concept using the GI/E model

Presentation (2016, July)

Fatherhood Desires and Intentions: A Comparison of Childless Gay and Straight Men in Germany

Poster (2016, July)

Regenbogenfamilien: Forschungsfelder und Befunde

Presentation (2016, June 16)

Welche Rolle spielt metacognitive Selbsteinschätzung beim Lösen komplexer Probleme?

Scientific Conference (2016, March)

The choice between what you want now and what you want most. Self-control explains academic achievement beyond cognitive ability

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 ▲]