References of "Stadler, Matthias 50003136"
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See detailSeeing is believing: Gender diversity in STEM is related to mathematics self-concept
Niepel, Christoph UL; Stadler, Matthias UL; Greiff, Samuel UL

in Journal of Educational Psychology (in press)

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See detailTowards a multifaceted framework of complex problem solving
Stadler, Matthias UL; Niepel, Christoph UL; Greiff, Samuel UL

Scientific Conference (2018, July)

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See detailIntroducing MaFIN. A dynamic matrices finite state automata test
Kunze, Thiemo UL; Krieger, Florian UL; Stadler, Matthias UL et al

Scientific Conference (2018, July)

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See detailPsychological Test and Assessment Modeling, Special Issue Current Methodological Issues in Educational Large-Scale Assessments - Part II
Stadler, Matthias UL; Greiff, Samuel UL; Krolak-Schwerdt, Sabine UL

in Psychological Test and Assessment Modeling, Special Issue Current Methodological Issues in Educational Large-Scale Assessments – Part II (2017), 59

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See detailA primer on relative weights analysis. Illustrations of its utility for management researchers
Stadler, Matthias UL; Cooper-Thomas, Helena D.; Greiff, Samuel UL

in Psychological Test and Assessment Modeling (2017)

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See detailHome alone: Complex problem solving performance bene fi ts from individual online assessment
Schult, Johannes; Stadler, Matthias UL; Becker, Nicolas et al

in Computers in Human Behavior (2016)

Computer-based assessments of complex problem solving performance often take place in group settings like classrooms and computer laboratories. Such computer-based procedures provide an excellent ... [more ▼]

Computer-based assessments of complex problem solving performance often take place in group settings like classrooms and computer laboratories. Such computer-based procedures provide an excellent opportunity to examine setting effects that might occur while participants are tested in a non-group session online at a time and place of their own choosing. For this purpose, N = 273 teacher students were randomly assigned to one of two settings: the individual online condition (n=216) or the computer laboratory group condition (n=57). Strong factorial measurement invariance was evidenced. Participants performed significantly better in the individual online condition than in the group condition (knowledge acquisition:d=0.38; knowledge application: d=0.39). The worse performance in the group setting compared to the individual setting could neither be explained by exploration time, nor by time on task. The internal experimental design validity strengthens the conclusion that setting-related differences in cognitive ability testing are not negligible but noteworthy. [less ▲]

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See detailThe complex route to success: complex problemsolving skills in the prediction of university success
Stadler, Matthias UL; Becker, Nicolas; Greiff, Samuel UL et al

in Higher Education Research & Development (2016), 35(2), 365-379

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See detailSpecial Issue: Current Methodological Issues in Educational Large-Scale Assessments – Part I
Stadler, Matthias UL; Krolak-Schwerdt, Sabine UL; Greiff, Samuel UL

in Psychological Test and Assessment Modeling (2016), 58

Detailed reference viewed: 81 (10 UL)