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  Validly authentic. Some recommendations to researchers using simulations in psychological assessment. EuropeanStadler, Matthias  ; ; Greiff, Samuel in European Journal of Psychological Assessment (2021), (37), 419-422 Detailed reference viewed: 25 (0 UL)Kollaboratives Problemlösen in Luxemburg: Ergebnisse und Implikationen aus PISA 2015Krieger, Florian ; Fischbach, Antoine ; Greiff, Samuel in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021) Detailed reference viewed: 32 (6 UL)Die Entwicklung eines Trainingsprogrammes für die komplexe Problemlösekompetenz in JugendlichenNicolay, Björn Fabrice ; Krieger, Florian ; Salzig, Mandy et alin Nationaler Bildungsbericht Luxemburg 2021 (2021) Detailed reference viewed: 124 (1 UL) Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS).Stadler, Matthias ; Kemper, Christoph ; Greiff, Samuel in The European Educational Researcher (2021) Detailed reference viewed: 58 (0 UL) Skills assessment in educationGreiff, Samuel ; Dörendahl, Jan in AI and the future of skills. Volume 1, capabilities and assessments (2021) Detailed reference viewed: 23 (1 UL)The future of intelligence and the intelligence of the future; ; et al in Intelligence (2021), 87 Detailed reference viewed: 40 (0 UL)Assessing 16 fundamental motives with fewer than 50 items: Development and validation of the German 16 Motives Research Scales (16mrs)Dörendahl, Jan ; Greiff, Samuel ; Niepel, Christoph in Frontiers in Psychology (2021), 12 Detailed reference viewed: 47 (1 UL)Dimensional comparisons in the formation of domain-specific achievement goals; ; Greiff, Samuel et alin Motivation Science (2021), 7(3), 306318 Detailed reference viewed: 35 (0 UL)La résolution collaborative de problèmes au Luxembourg : Résultats et implications de l’enquête PISA 2015Krieger, Florian ; Fischbach, Antoine ; Greiff, Samuel in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021) Detailed reference viewed: 26 (1 UL)Digitalisierung der pädagogischen Diagnostik: Von Evolution zu RevolutionFischbach, Antoine ; Greiff, Samuel ; Cardoso-Leite, Pedro et alin LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021) Detailed reference viewed: 35 (2 UL)Digitalisation du diagnostic pédagogique : De l’évolution à la révolutionFischbach, Antoine ; Greiff, Samuel ; Cardoso-Leite, Pedro et alin LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021) Detailed reference viewed: 30 (1 UL)Students’ lesson-to-lesson perceptions of the three basic dimensions of instructional qualityTalic, Irma ; ; et alScientific Conference (2021) Detailed reference viewed: 28 (0 UL)Students’ Personality Relates to Experienced Variability in State Academic Self-ConceptHausen, Jennifer ; ; Greiff, Samuel et alScientific 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 ▲] Detailed reference viewed: 103 (5 UL)The development and validation of a short conscientiousness questionnaire for large-scale educational assessmentvan der Westhuizen, Lindie ; Franzen, Patrick ; et alScientific 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 ▲] Detailed reference viewed: 185 (17 UL)Self-concept, interest, and achievement within and across math and verbal domains in first- and third-gradersvan der Westhuizen, Lindie ; ; Keller, Ulrich et alScientific 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 ▲] Detailed reference viewed: 76 (4 UL)Are the Machines Taking Over?: Benefits and Challenges of Using Algorithms in (Short) Scale ConstructionDörendahl, Jan ; Greiff, Samuel in European Journal of Psychological Assessment (2020) Detailed reference viewed: 74 (3 UL)Students’ complex problem solving profiles; ; Kunze, Thiemo et alin Psychometrika (2020), (85), 461-501 Detailed reference viewed: 23 (0 UL)The moderating effect of prior knowledge on the relationship between intelligence and complex problem solving. Testing the Elshout-Raaheim Hypothesis; Greiff, Samuel ; in Intelligence (2020), 83 Detailed reference viewed: 57 (0 UL)The Multidimensional Forced-Choice Format as an alternative for rating scales. Current state of research; ; Greiff, Samuel in European Journal of Psychological Assessment (2020), 36 Detailed reference viewed: 40 (0 UL)Measuring 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 ; Dörendahl, Jan ; et alin 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 ▲] Detailed reference viewed: 119 (12 UL) |
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