Psychological Test and Assessment Modeling, Special Issue Current Methodological Issues in Educational Large-Scale Assessments - Part II

in Psychological Test and Assessment Modeling (2017), 59

Editorial to the special issue current methodological issues in educational large-scale assessments. Part 2

in Psychological Test and Assessment Modeling (2017), 59

Extension procedures for confirmatory factor analysis.

in The Journal of Experimental Education (2017), 85(4), 574-596

Der Frauenanteil in mathematisch-technischen und Ingenieursberufen sagt das mathematische Selbstkonzept von Schülerinnen in 24 Ländern voraus

Scientific Conference (2017)

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

Scientific Conference (2017)

Validity issues and concerns for technology-based performance assessment.

in Sottilare, Robert A.; Graesser, Arthur C.; Hu, Xiangen (Eds.) et al Design recommendations for intelligent tutoring systems. Volume 5 (2017)

Dynamic problem solving. Multiple-item testing based on minimal complex systems.

in Leutner, Detlev; Fleischer, Jens; Grünkorn, Jiliane (Eds.) et al Competence assessment in education : Research, models, and instruments. (2017)

Intelligenz in Aktion. Eine Logfile-Analyse zum strategischen Problemlöseverhalten

Scientific Conference (2017)

Current methodological issues in educational large-scale assessments. Part 2. Special Issue

in Psychological Test and Assessment Modeling (2017)

Metacognitive confidence judgments and their link to complex problem solving

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 ▲]