Die Erklärung von Geschlechterunterschieden beim komplexen Problemlösen durch Explorationsverhalten

Scientific Conference (2018, February)

EJPA Introduces Registered Reports as New Submission Format

in European Journal of Psychological Assessment (2018), 34(4), 217-219

Understanding the link between need for cognition and complex problem solving

in Contemporary Educational Psychology (2018), 55

With the aim of broadening the understanding of the nomological network of Complex Problem Solving (CPS), we investigated the link between CPS and Need for Cognition (NFC) while controlling for reasoning ... [more ▼]

With the aim of broadening the understanding of the nomological network of Complex Problem Solving (CPS), we investigated the link between CPS and Need for Cognition (NFC) while controlling for reasoning ability. Further, we explored whether the relation between NFC and CPS was mediated by test-taking behavior (i.e., exploration time). Using structural equation modeling, we analyzed data from 474 German seventh graders. We found (a) that NFC and CPS were positively related, (b) that this link was partially mediated by CPS exploration time, and (c) that the link between NFC and CPS that was partially mediated by exploration time remained substantial even after we controlled for reasoning. Altogether, these results provide new insights into how CPS and NFC are linked. [less ▲]

Students' exploration strategies in computer-simulated complex problem environments: A latent class approach

in Computers and Education (2018), 126

Complex problem solving (CPS) is considered an important educational achievement indicator. Previous research has indicated that CPS performance depends to a substantial extent on the way students explore ... [more ▼]

Complex problem solving (CPS) is considered an important educational achievement indicator. Previous research has indicated that CPS performance depends to a substantial extent on the way students explore problem environments. In this study, we investigated qualitative differences in the way students interact with such environments. In a sample of N = 2226 Hungarian students in Grades 6 to 8, we applied a latent class approach to investigate the use of the principle of isolated variation as an exploration strategy across six CPS tasks that were developed within the MicroDYN approach. Six qualitatively different class profiles emerged: proficient explorers, intermediate explorers, low-performing explorers, rapid learners, emerging explorers, and nonpersisting explorers. We further validated the profiles by comparing the latent classes with regard to students' overall CPS performance and additional indicators of task exploration. In analyzing age-related and gender differences on a cross-sectional level, we found only a small progression toward better performing class profiles from Grade 6 to Grade 8 (e.g., 14.6% of students in Grade 6 were proficient explorers vs. 24.6% in Grade 8; 27.1% of students in Grade 6 were low-performing explorers vs. 25.8% in Grade 8), and there were no substantial gender differences. This study contributes to the understanding of how students interact with complex problems and is the first to address whether variations in these behaviors indicate qualitatively different levels of strategic behavior. We discuss the theoretical underpinnings and potential of identifying class profiles of students' exploration behavior in the field of educational psychology. [less ▲]

Diagnosing Tony Soprano, Norman Bates, Hercule Poirot, and Carol Beer through the DSM-5 AMPD

in European Journal of Psychological Assessment (2018), 34

Collaborative problem solving education for the 21st century workforce

in Nature Human Behaviour (2018), 2

Still comparing apples with oranges? Some thoughts on the principles and practices of measurement invariance testing

in European Journal of Psychological Assessment (2018), 34

How employees perceive organizational learning: construct validation of the 25-item short form of the strategic learning assessment map (SF-SLAM)

in Journal of Knowledge Management (2018), 22

Executive functions as moderators of the worked example effect on statistical reasoning. A replication study

Poster (2018)

Computer-based assessments in PISA. Challenges and potentials for research and policy

Speeches/Talks (2017)