References of "Greiff, Samuel 50001890"
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See detailReligiosity predicts unreasonable coping with COVID-19
Kranz, Dirk; Niepel, Christoph UL; Botes, E'louise UL et al

in Psychology of Religion and Spirituality (in press)

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See detailDispositions for collaborative problem solving.
Scalise, Kathleen; Mustafic, Maida UL; Greiff, Samuel UL

in Kuger, Susanne; Klieme, Eckhard; Jude, Nina (Eds.) et al Assessing context of learning world-wide (in press)

Detailed reference viewed: 138 (15 UL)
See detailAssessment of problem solving
Krkovic, K.; Mustafic, Maida UL; Wüstenberg, S. et al

in Griffin, P.; McGaw, B.; Care, E. (Eds.) Assessment and teaching of 21st century skills (in press)

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See detailLost in transition – Learning analytics on the transfer from knowledge acquisition to knowledge application in complex problem solving
Nicolay, Björn Fabrice UL; Krieger, Florian UL; Stadler, Matthias et al

in Computers in Human Behavior (2021), 115

Since Complex Problem Solving (CPS) skills represent a key competence for educational success, they are of great relevance for learning analytics. More specifically, CPS serves as a pertinent showcase for ... [more ▼]

Since Complex Problem Solving (CPS) skills represent a key competence for educational success, they are of great relevance for learning analytics. More specifically, CPS serves as a pertinent showcase for addressing a crucial existing gap contemporary education is facing, the gap between students' ability to acquire and subsequently apply knowledge in uncertain situations, which are increasingly important in the 21st century. While the CPS process incorporates both the acquisition and application of knowledge, many earlier studies have focused on identifying the factors relevant for success in knowledge acquisition. Given the dearth of existing research on factors influencing a successful transition between both CPS phases, we investigated the rates of successful and unsuccessful knowledge transition over the course of nine CPS items in a sample of N = 1151 students in 9th grade. Results showed that many participants were unable to transition their knowledge from the acquisition to the application phase, which was presumably due to an inefficient mental model transfer. Furthermore, the likelihood of students being ‘lost in transition’ was higher in more complex items. Implications are discussed in light of learning analytics, and particularly with regard to the factors to be taken into account by future CPS training programs. [less ▲]

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See detailStudents’ Personality Relates to Experienced Variability in State Academic Self-Concept
Hausen, Jennifer UL; Möller, Jens; Greiff, Samuel UL et al

Scientific Conference (2020, November 11)

Attaining a positive academic self-concept (ASC) is linked to many desirable educational outcomes. Research on which student attributes relate to the formation of ASC is therefore considered to be central ... [more ▼]

Attaining a positive academic self-concept (ASC) is linked to many desirable educational outcomes. Research on which student attributes relate to the formation of ASC is therefore considered to be central. Past research on the association between personality traits and ASC has taken an interindividual perspective, while the intraindividual perspective has been disregarded. The present research explored the relation between students’ Big Five traits and intraindividual variability in state general-school ASC in everyday school life for the first time using intensive longitudinal data. We drew on N=294 German ninth and tenth graders who completed a three-week e-diary and a previously presented 60-item Big Five questionnaire (BFI-2; Danner et al., 2016; Soto & John, 2017) assessing Open-Mindedness, Conscientiousness, Extraversion, Agreeableness, and Negative Emotionality as well as their respective subfacets (i.e., resulting in 15 subfacets). To assess state ASC, students completed three items after every single lesson across four different subjects (resulting in Mlessons = 21.12). We ran six mixed-effects location scale models: one specified with all five Big Five domains, and five (one for each Big Five domain) with the subfacets as predictors of intraindividual variability in state ASC. We found that Open-Mindedness, Conscientiousness, Extraversion, and Negative Emotionality as well as at least one subfacet of each Big Five trait were significant predictors of levels of state ASC independently of students’ gender and reasoning ability, and the narrower subfacets Organization (Conscientiousness) and Depression (Negative Emotionality) predicted variability in state ASC independently of students’ gender and reasoning ability. These findings thus provide first evidence that students’ ASC undergoes short-term fluctuations from school lesson to school lesson and that this intraindividual variability can be partly explained by students’ personality. Our results thus contribute to a more complete map of the formation of ASC and the role of personality therein. [less ▲]

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See detailThe development and validation of a short conscientiousness questionnaire for large-scale educational assessment
van der Westhuizen, Lindie UL; Franzen, Patrick UL; Arens, A. Katrin et al

Scientific Conference (2020, July)

Conscientiousness and its subfacets are related to multiple learning-related outcomes. MacCann, Duckworth and Roberts (2009) developed a questionnaire measuring seven subfacets of conscientiousness with ... [more ▼]

Conscientiousness and its subfacets are related to multiple learning-related outcomes. MacCann, Duckworth and Roberts (2009) developed a questionnaire measuring seven subfacets of conscientiousness with 59 items. However, the resources required to complete such long scales often renders it unsuitable for large-scale educational assessment. Consequently, an economic and psychometrically sound conscientiousness questionnaire that is specifically customized for this context is needed. We developed and validated a short version of the MacCann et al. (2009) questionnaire. In study 1, French and German adaptations of the questionnaire were administered to a representative dataset comprising all ninth-graders in Luxembourg (N1=6325, Cohort 2017). Using an exhaustive search algorithm, we identified the optimal combination of four items for each subfacet by simultaneously considering three criteria: goodness of fit, factor saturation, and scalar measurement invariance across the German and French versions. In study 2, we validated our short 28-item questionnaire on a second, independent sample comprising 6,279 Luxembourgish ninth-graders (Cohort 2018). A 7-factor model assuming separate factors for each subfacet obtained acceptable fit (CFI=.93, RMSEA=.04, SRMR=.06). The criterion validity for each subfacet was tested by examining the relation to standardized achievement tests (SATs). In study 3, drawing on a dataset of 275 tenth-graders (linked longitudinally with the ninth-grade data from study 1), evidence of predictive validity (i.e., school grades) was examined. The subfacets of industriousness, caution and perfectionism showed the strongest relations with both SATs (study 2) and school grades (study 3). Our study delivered a short, valid and reliable questionnaire for the assessment of seven conscientiousness facets in the educational context. The scale is invariant across the German and French language versions and its brevity makes it suitable for large-scale educational assessment. [less ▲]

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See detailSelf-concept, interest, and achievement within and across math and verbal domains in first- and third-graders
van der Westhuizen, Lindie UL; Arens, A. Katrin; Keller, Ulrich UL et al

Scientific Conference (2020, April)

The generalized internal/external frame-of-reference (G)I/E model explains the formation of domain-specific motivational-affective constructs through social and dimensional comparisons. We examined the ... [more ▼]

The generalized internal/external frame-of-reference (G)I/E model explains the formation of domain-specific motivational-affective constructs through social and dimensional comparisons. We examined the associations between verbal and math achievement and corresponding domain-specific academic self-concepts (ASCs) and interests for first-graders and third-graders (N=21,192). Positive achievement-self-concept and achievement-interest relations were found within matching-domains in both grades, while negative cross-domains achievement-self-concept and achievement-interest relations were only found for third-graders. These findings suggest that while the formation of domain-specific ASCs and interests seem to rely on social and dimensional comparisons for third-graders, only social comparisons seem to be in operation for first-graders. Gender and cohort invariance was established in both grade levels. Findings are discussed within the framework of ASC differentiation and dimensional comparison theory. [less ▲]

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See detailAre the Machines Taking Over?: Benefits and Challenges of Using Algorithms in (Short) Scale Construction
Dörendahl, Jan UL; Greiff, Samuel UL

in European Journal of Psychological Assessment (2020)

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See detailThe assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks
Stadler, Matthias; Herborn, Katharina; Mustafic, Maida et al

in Computers and Education (2020)

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See detailSome critical reflections on the special issue: Collaboration in the 21st century: The theory, assessment, and teaching of collaborative problem solving
Stadler, Matthias; Shubeck, Keith T.; Greiff, Samuel UL et al

in Computers in Human Behavior (2020)

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See detailThe assessment of collaborative problem solving in PISA 2015: Can computer agents replace humans?
Herborn, Katharina; Stadler, Matthias; Mustafic, Maida et al

in Computers in Human Behavior (2020)

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See detailCollaboration in the 21st century: The theory, assessment, and teaching of collaborative problem solving
Graesser, Arthur C.; Greiff, Samuel UL; Stadler, Matthias et al

in Computers in Human Behavior (2020)

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See detailAre the machines taking over? Benefits of using algorithms in (short) scale construction
Dörendahl, Jan UL; Greiff, Samuel UL

in European Journal of Psychological Assessment (2020), 36

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See detailMeasuring Anxiety in Older Adults: Development, Diagnostic Accuracy, and Preliminary Validation of a Short-Form of the German Geriatric Anxiety Scale (GAS-G-SF)
Gottschling, Juliana UL; Dörendahl, Jan UL; Prell, Tino et al

in Journal of Personality Assessment (2020), 102(2), 196-204

Anxiety symptoms and anxiety disorders are highly prevalent among older adults, and are associ- ated with considerable distress, functional impairment, and burden. Also, there is growing need for brief ... [more ▼]

Anxiety symptoms and anxiety disorders are highly prevalent among older adults, and are associ- ated with considerable distress, functional impairment, and burden. Also, there is growing need for brief instruments to measure anxiety symptoms in primary care and geriatric medical settings. Therefore, the current study focuses on the development and psychometric evaluation of a short- form of the Geriatric Anxiety Scale (GAS-G), a well-established anxiety instrument for use with older adults. Study 1 draws on the original data from the GAS-G validation study (N1⁄4242) to develop the short-form (GAS-G-SF) and determines whether the results replicate with the short- form. Study 2 extends the validation of the GAS-G-SF to a clinical sample (N1⁄4156; 62 patients with heart disease, 94 patients with Parkinson’s disease). Overall, the GAS-G-SF showed promising psychometric properties in terms of internal consistency and validity. Also, the GAS-G-SF showed good discriminatory power based on receiver operating characteristic curve analysis in both stud- ies. These results support the utility of the GAS-G-SF as a brief assessment measure for anxiety. [less ▲]

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See detailThe coronavirus (COVID‐19) fatality risk perception of US adult residents in March and April 2020
Niepel, Christoph UL; Kranz, Dirk; Borgonovi, Francesca et al

in British Journal of Health Psychology (2020)

The study compares empirical results on the coronavirus SARS‐CoV‐2 (causing COVID‐19) fatality risk perception of US adult residents stratified for age, gender, and race in mid‐March 2020 (N1 = 1,182) and ... [more ▼]

The study compares empirical results on the coronavirus SARS‐CoV‐2 (causing COVID‐19) fatality risk perception of US adult residents stratified for age, gender, and race in mid‐March 2020 (N1 = 1,182) and mid‐April 2020 (N2 = 953). While the fatality risk perception has increased from March 2020 to April 2020, our findings suggest that many US adult residents severely underestimated their absolute and relative fatality risk (i.e., differentiated for subgroups defined by pre‐existing medical conditions and age) at both time points compared to current epidemiological figures. These results are worrying because risk perception, as our study indicates, relates to actual or intended health‐protective behaviour that can reduce SARS‐CoV‐2 transmission rates. [less ▲]

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See detailThe Multidimensional Forced-Choice Format as an alternative for rating scales. Current state of research
Wetzel, E; Frick, S; Greiff, Samuel UL

in European Journal of Psychological Assessment (2020), 36

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See detailHow working memory capacity and shifting matter for learning. A replication study using worked examples
Bichler, S; Schwaighofer, M; Stadler, M et al

in Journal of Educational Psychology (2020), 112

Detailed reference viewed: 60 (0 UL)