References of "Wüstenberg, Sascha 50003346"
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See detailAssessing analytic and interactive aspects of problem solving competency
Fischer, A.; Greiff, Samuel UL; Wüstenberg, Sascha UL et al

in Learning & Individual Differences (2015), 39

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See detailExtending the assessment of Complex Problem Solving to finite state automata. Embracing heterogeneity
Neubert, Jonas UL; Kretzschmar, André UL; Wüstenberg, Sascha UL et al

in European Journal of Psychological Assessment (2015), 31

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See detailGlobal best practices in the teaching of complex problem
Greiff, Samuel UL; Wüstenberg, Sascha UL; Martin, Romain UL

Presentation (2014, September)

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See detailIntroduction on problem solving and empirical results on the use of strategies in complex problem solving tasks.
Wüstenberg, Sascha UL; Stadler, Matthias UL; Hautamäki, Jarkko et al

Scientific Conference (2014, April 30)

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See detailThe role of strategy knowledge for the application of strategies in complex problem solving tasks
Wüstenberg, Sascha UL; Stadler, Matthias UL; Hautamäki, Jarkko et al

in Technology, Knowledge and Learning (2014), 19

Education in the twenty-first century must prepare students to meet the challenges of a dynamic and interconnected world. However, assessment of students’ skills tends to focus primarily on static tasks ... [more ▼]

Education in the twenty-first century must prepare students to meet the challenges of a dynamic and interconnected world. However, assessment of students’ skills tends to focus primarily on static tasks. Therefore, it is not known whether knowledge about successful strategies displayed on static tasks can be transferred to interactive and dynamic environments. This study investigated whether students’ knowledge of a certain strategy (i.e., vary-one-thing-at-a-time, VOTAT) that was assessed in a paper-and-pencilbased scientific reasoning task as well as their fluid intelligence and learning orientation would be sufficient to explain variance in the application of the VOTAT strategy in solving an interactive complex problem solving (CPS) task (i.e., CPS strategy). Furthermore, we analyzed whether CPS strategy mediated the relation between the predictors (i.e., scientific reasoning, learning orientation, fluid intelligence) and CPS performance. The sample consisted of N = 3,191 Finnish students attending the 6th and 9th grades. Results revealed that all predictors were significantly related to CPS strategy, but a substantial amount of variance in CPS strategy remained unexplained (DeltaR-Square = .583). Furthermore, CPS strategy mediated the relation between the predictors and CPS performance. Three implications are discussed: Different demands on the problem solver, knowledge transfer from static versus interactive tasks, or metastrategic knowledge may explain the unexplained variance in CPS strategy. Additionally, the results of our mediation analyses emphasize the importance of measuring strategies via logfiles to gain a deeper understanding of determinants of students’ CPS performance. Finally, fostering motivational factors such as students’ learning orientation yields small improvements in CPS performance. [less ▲]

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See detailAssessment of Complex Problem Solving. What we know and what we don’t know
Greiff, Samuel UL; Wüstenberg, Sascha UL

Scientific Conference (2014, April)

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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 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 detailAssessment with microworlds: factor structure, invariance, and latent mean comparison of the MicroDYN test
Greiff, Samuel UL; Wüstenberg, Sascha UL

in European Journal of Psychological Assessment (2014), 30

Detailed reference viewed: 90 (8 UL)
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See detailDiscovering Students’ Complex Problem Solving Strategies in Educational Assessment
Toth, K.; Greiff, Samuel UL; Wüstenberg, Sascha UL et al

in Proceedings of the 7th International Conference on Educational Data Mining. (pp. 225-228) (2014)

Detailed reference viewed: 32 (5 UL)
See detailExplaining Complex Problem Solving with a set of non-curricular cognitive competence tasks and task interest in low-stakes assessment
Kupiainen, Sirkku; Vainikainen, M. P.; Hautamäki, Jarkko et al

Presentation (2014)

Detailed reference viewed: 45 (1 UL)
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See detailExtending the Assessment of Complex Problem Solving to Finite State Automata: Embracing Heterogeneity
Neubert, Jonas UL; Kretzschmar, André UL; Wüstenberg, Sascha UL et al

in European Journal of Psychological Assessment (2014), Advance Online Publication

Recent advancements in the assessment of Complex Problem Solving (CPS) build on the use of homogenous tasks that enable the reliable estimation of CPS skills. The range of problems featured in established ... [more ▼]

Recent advancements in the assessment of Complex Problem Solving (CPS) build on the use of homogenous tasks that enable the reliable estimation of CPS skills. The range of problems featured in established instruments such as MicroDYN is consequently limited to a specific subset of homogeneous complex problems. This restriction is problematic when looking at domain-specific examples of complex problems, which feature characteristics absent from current assessment instruments (e.g., threshold states). We propose to utilize the formal framework of Finite State Automata (FSA) to extend the range of problems included in CPS assessment. An approach based on FSA, called MicroFIN, is presented, translated into specific tasks, and empirically investigated. We conducted an empirical study (N = 576), (1) inspecting the psychometric features of MicroFIN, (2) relating it to MicroDYN, and (3) investigating the relations to a measure of reasoning (i.e., CogAT). MicroFIN (1) exhibited adequate measurement characteristics and multitrait- multimethod models indicated (2) the convergence of latent dimensions measured with MicroDYN. Relations to reasoning (3) were moderate and comparable to the ones previously found for MicroDYN. Empirical results and corresponding explanations are discussed. More importantly, MicroFIN highlights the feasibility of expanding CPS assessment to a larger spectrum of complex problems. [less ▲]

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See detailDomain-general problem solving skills and education in the 21st century
Greiff, Samuel UL; Wüstenberg, Sascha UL; Csapo, B. et al

in Educational Research Review (2014), 13

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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

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See detailProblem solving: current state of the art and what there is to come.
Greiff, Samuel UL; Wüstenberg, Sascha UL

Scientific Conference (2013, April 15)

Detailed reference viewed: 50 (1 UL)
See detailThe development of Complex Problem Solving and its relation to reasoning, age and gender.
Frischkorn; Greiff, Samuel UL; Wüstenberg, Sascha UL

Scientific Conference (2013, April 15)

Detailed reference viewed: 45 (5 UL)
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See detailComplex Problem Solving in educational settings – something beyond g: Concept, assessment, measurement invariance, and construct validity
Greiff, Samuel UL; Wüstenberg, Sascha UL; Molnar, Gyöngyvér et al

in Journal of Educational Psychology (2013), 105

Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the ... [more ▼]

Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive psychology, knowledge acquisition and knowledge application, could be measured equally well across grades and how these processes differed between grades. Further, relations between CPS, general mental ability (g), academic achievement, and parental education were explored. Hungarian high school students in Grades 5 to 11 (N 855) completed MicroDYN, which is a computer-based CPS test, and the Culture Fair Test 20-R as a measure of g. Results based on structural equation models showed that empirical modeling of CPS was in line with theories from cognitive psychology such that the two dimensions identified above were found in all grades, and that there was some development of CPS in school, although the Grade 9 students deviated from the general pattern of development. Finally, path analysis showed that CPS was a relevant predictor of academic achievement over and above g. Overall, results of the current study provide support for an understanding of CPS as a cross-curricular skill that is accessible through computer-based assessment and that yields substantial relations to school performance. Thus, the increasing attention CPS has currently received on an international level seems warranted given its high relevance for educational psychologists. [less ▲]

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See detailA multitrait-multimethod study of assessment instruments for Complex Problem Solving
Greiff, Samuel UL; Fischer, Andreas; Wüstenberg, Sascha UL et al

in Intelligence (2013), 41

Detailed reference viewed: 222 (50 UL)