Implementing intelligence facets as predictors into the generalised I/E model

Scientific Conference (2019, August 13)

The internal/external (I/E) frame of reference model postulates that achievement influences the formation of academic self-concept (ASC) via social and dimensional comparison processes. Its recent ... [more ▼]

The internal/external (I/E) frame of reference model postulates that achievement influences the formation of academic self-concept (ASC) via social and dimensional comparison processes. Its recent extension as the generalized I/E model allows further domains than math and verbal achievement. However, intelligence facets as an indicator of achievement have been neglected within the GI/E model framework. Therefore, the purpose of this research is to explore the influences of three intelligence facets (verbal, numerical, figural) on domain-specific ASCs beyond grades and achievement scores. We drew on N=382 German students to analyze verbal, numerical, and figural intelligence, German and math achievement, self-reported grades and ASCs in four domains. We performed a structural equation model using Mplus with grades, achievement scores and intelligence facets specified as predictors and domain-specific ASCs as criteria. Positive paths were found from math, physics, German and English grade to their corresponding self-concepts. A positive path was found between physics grade and math ASC while negative paths were found from English grade to math and physics ASC and from math grade to German, physics and English ASC. The path coefficients from math achievement to math ASC as well as to physics ASC were positive; German achievement was negatively related to math ASC. Lastly, numerical intelligence was positively related to physics ASC, and verbal intelligence was positively related to English ASC. Thus, intelligence, specifically numerical and verbal intelligence, seem to be valid predictors of domain-specific ACSs beyond grades and achievement test scores. [less ▲]

Developing and validating a short-form assessment of conscientiousness competencies

Scientific Conference (2019, August)

The role of planning in complex problem solving

in Computers and Education (2019), 128

Complex problem solving (CPS) is a highly transversal competence needed in educational and vocational settings as well as everyday life. The assessment of CPS is often computer-based, and therefore ... [more ▼]

Complex problem solving (CPS) is a highly transversal competence needed in educational and vocational settings as well as everyday life. The assessment of CPS is often computer-based, and therefore provides data regarding not only the outcome but also the process of CPS. However, research addressing this issue is scarce. In this article we investigated planning activities in the process of complex problem solving. We operationalized planning through three behavioral measures indicating the duration of the longest planning interval, the delay of the longest planning interval and the variance of intervals between each two successive interactions. We found a significant negative average effect for our delay indicator, indicating that early planning in CPS is more beneficial. However, we also found effects depending on task and interaction effects for all three indicators, suggesting that the effects of different planning behaviors on CPS are highly intertwined. [less ▲]

The nature of faking. A homogeneous and predictable construct?

in Psychological Assessment (2019), 31

Differentiating between static and complex problems: A theoretical framework and its empirical validation

in Intelligence (2019), 72

The Incremental Contribution of Complex Problem-Solving Skills to the Prediction of Job Level, Job Complexity, and Salary

in Journal of Business and Psychology (2019), 34

Big-Five personality and political orientation: Results from four panel studies with representative German samples

in Journal of Research in Personality (2019)

The aim of this brief report was to replicate the meta-analytic findings concerning the relationship between Big-Five personality and political orientation reported in Sibley, Osborne, and Duckitt (2012 ... [more ▼]

The aim of this brief report was to replicate the meta-analytic findings concerning the relationship between Big-Five personality and political orientation reported in Sibley, Osborne, and Duckitt (2012) in a sample of N = 29,015 participants from four panels involving representative German samples. We replicated the expected significant correlations for Openness to Experience (r = ?0.07; 95% CI [?0.10, ?0.05]) and Conscientiousness (r = 0.06, 95% CI [0.05, 0.08]), but the effect sizes were smaller than in Sibley et al. (2012). We also found significant correlations for Agreeableness (r = ?0.04; 95% CI [?0.05, ?0.03]) and Neuroticism (r = ?0.04; 95% CI [?0.06, ?0.02]), indicating small but significant relations of additional Big-Five dimensions on political orientation. [less ▲]

Taking a closer look. An exploratory analysis of successful and unsuccessful strategy use in complex problem solving

in Frontiers in Psychology (2019), 10

Computer-based collaborative problem solving in PISA 2015 and the role of personality

in Journal of Intelligence (2019), 7

A need for cognition scale for children and adolescents: Structural analysis and measurement invariance

in European Journal of Psychological Assessment (2019), 35

Need for Cognition (NFC) signifies “the tendency for an individual to engage in and enjoy thinking” (Cacioppo & Petty, 1982, p. 116). Up to now, no scale of sufficient psychometric quality existed to ... [more ▼]

Need for Cognition (NFC) signifies “the tendency for an individual to engage in and enjoy thinking” (Cacioppo & Petty, 1982, p. 116). Up to now, no scale of sufficient psychometric quality existed to assess NFC in children. Using data from three independent, diverse cross-sectional samples from Germany, Luxembourg, and Finland, we examined the psychometric properties of a new NFC scale intended to fill in this gap. In all samples, across grades levels ranging from 1 to 9, confirmatory factor analysis confirmed the hypothesized nested factor structure based on Mussel’s (2013) Intellect model, with one general factor Think influencing all items and two specific factors Seek and Conquer each influencing a subset of items. At least partial scalar measurement invariance with regard to grade level and sex could be demonstrated. The scale exhibited good psychometric properties and showed convergent and discriminant validity with an established NFC scale and other non-cognitive traits such as academic self-concept and interests. It incrementally predicted mostly statistically significant but relatively small portions of academic achievement variance over and above academic self-concept and interest. Implications for research on the development of NFC and its role as an investment trait in intellectual development are discussed. [less ▲]