References of "Niepel, Christoph 50002763"
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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 ▲]

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See detailDeterminants of Academic Self-Concept
Niepel, Christoph UL

Presentation (2016, September 13)

Detailed reference viewed: 48 (1 UL)
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See detailFatherhood Desires and Intentions: A Comparison of Young Gay Men in Germany and Turkey
Kranz, Dirk; Topuz, Esra; Niepel, Christoph UL

Scientific Conference (2016, August)

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See detailLesbian and Gay Identity: Testing for Equivalence Across Germans and US-Americans
Niepel, Christoph UL; Greiff, Samuel UL; Mohr, Jonathan et al

Scientific Conference (2016, July)

Detailed reference viewed: 70 (3 UL)
See detailAssessment of transversal skills in large-scale assessments across countries. What about cross-cultural comparability?
Greiff, Samuel UL; Niepel, Christoph UL; Martin, Romain UL

in Issues and current topics in cross cultural assessment (2016, July)

Detailed reference viewed: 52 (4 UL)
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See detailFatherhood Desires and Intentions: A Comparison of Childless Gay and Straight Men in Germany
Kranz, Dirk; Busch, Holger; Niepel, Christoph UL

Poster (2016, July)

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See detailParenting Desires and Intentions: A Comparison of Childless Gays and Lesbians in Germany
Kranz, Dirk; Fischer, Jan-Andrej; Niepel, Christoph UL

Scientific Conference (2016, July)

Detailed reference viewed: 70 (0 UL)
See detailRegenbogenfamilien: Forschungsfelder und Befunde
Niepel, Christoph UL

Presentation (2016, June 16)

Detailed reference viewed: 76 (2 UL)
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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 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 ▲]

Detailed reference viewed: 271 (24 UL)