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See detailAssessing generic and domain-specific academic competencies in higher education
Zlatkin-Troitschanskaia, Olga; Pant, Hans Anand; Greiff, Samuel UL

in Zeitschrift für Pädagogische Psychologie (2019), 33

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See detailEditorial zum Themenheft Problemlösen in der Pädagogischen Psychologie
Greiff, Samuel UL; Kretzschmar, André UL; Leutner, Detlev

in Zeitschrift für Pädagogische Psychologie (2014), 28

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See detailProblemlösen in der Pädagogischen Psychologie. Themenheft.
Greiff, Samuel UL; Kretzschmar, André UL; Leutner, Detlev

in Zeitschrift für Pädagogische Psychologie (2014), 28

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See detailKomplexes Problemlösen, schulfachliche Kompetenzen und ihre Relation zu Schulnoten
Kretzschmar, André UL; Neubert, Jonas UL; Greiff, Samuel UL

in Zeitschrift für Pädagogische Psychologie (2014), 28(4), 205215

The importance of Complex Problem Solving (CPS) within the educational context is well established. This is one of the reasons why CPS plays a prominent role in educational large-scale assessments (e.g ... [more ▼]

The importance of Complex Problem Solving (CPS) within the educational context is well established. This is one of the reasons why CPS plays a prominent role in educational large-scale assessments (e.g., PISA) besides school competencies. However, recent research on CPS and its connection to school performance did not include such school competencies as such, which have proven to be strong predictors of school grades. Consequently, the aim of this study is to close this gap and to examine the relation between CPS and competencies in mathematics and reading. Based on a sample of N=1908 Finish high school students, structural equation modeling was used to analyse the relation of CPS, school competencies, and school grades. In general, the results showed an incremental predictive power of CPS over and above school competencies on school grades in mathematics and mother language. However, differential effects showed a higher importance of CPS in the mathematic domain in comparison to the language domain especially if controlled for reasoning. Implications for the construct of CPS and its importance within the educational context are discussed. [less ▲]

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See detailDer Nutzen einer Komplexen Problemlösekompetenz: Theoretische Überlegungen und empirische Befunde
Greiff, Samuel UL; Fischer, Andreas

in Zeitschrift für Pädagogische Psychologie (2013), 27

Seit Jahrzehnten wird diskutiert ob Komplexes Problemlösen (KPL) ausschließlich von Intelligenz und Vorwissen abhängt, oder ob das systematische Generieren von Informationen, die viable Repräsentation der ... [more ▼]

Seit Jahrzehnten wird diskutiert ob Komplexes Problemlösen (KPL) ausschließlich von Intelligenz und Vorwissen abhängt, oder ob das systematische Generieren von Informationen, die viable Repräsentation der wesentlichen kausalen Zusammenhänge, sowie die zielführende Anwendung von Wissen operative Aspekte von Intelligenz erfordern, die von herkömmlichen Intelligenztests nur unzureichend erfasst werden. Der Klärung dieser Frage stehen bisher messtheoretische Probleme und eine unklare Abgrenzung von KPL zu Vorwissen und Fluider Intelligenz gegenüber. In dieser Arbeit wird daher ein Verfahren zur Messung von KPL-Kompetenz eingeführt, das auf der Verwendung multipler vorwissensneutraler komplexer Probleme basiert. Dieses Verfahren (MicroDYN) wird empirisch an einer studentischen Stichprobe (n = 140) überprüft: Latente Zusammenhänge zu Fluider Intelligenz liegen im Bereich um .50 und bestätigen die empirische Trennbarkeit der Konstrukte. KPL weist inkrementelle Validität gegenüber Fluider Intelligenz bei der Vorhersage von Schulnoten auf, insbesondere für das Gesamtabitur und für naturwissenschaftliche Fächer. Implikationen für den Nutzen von KPL in der Leistungsdiagnostik werden diskutiert. [less ▲]

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See detailUrteilsverzerrungen in der schulischen Leistungsbeurteilung: Eine experimentelle Studie zu Ankereffekten
Dünnebier, Katrin; Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL

in Zeitschrift für Pädagogische Psychologie (2009), 23

The aim of the study is to investigate anchoring effects in teachers’ assessment. Anchoring effects occur when a preceding judgement influences a subsequent judgement of the same target or task. Our ... [more ▼]

The aim of the study is to investigate anchoring effects in teachers’ assessment. Anchoring effects occur when a preceding judgement influences a subsequent judgement of the same target or task. Our experiment investigates whether teachers use the anchoring heuristic in student assessments and if its occurrence is moderated by the processing goal and teachers’ expertise. We assume that people use processing strategies according to their actual processing goals. Whereas experts are able to choose an adequate information processing depending on the situation, novices are assumed to be more susceptible to use heuristics, e.g. the anchoring heuristic, independent of their actual processing goal. In our experiment expert teachers and teacher students were asked to assess written tests of a student. They received case material including a neutral description and two tests (German and Math). Participants were either instructed to form a first impression of the student (impression formation goal) or to give an educational recommendation (prognosis goal). After reading the case material, the participants received the anchor: They were told that an experienced teacher had already assessed the tests and marked them with a grade of 2 (high anchor) or 4 (low anchor). Afterwards they had to assess the tests by themselves. Results revealed an interaction effect of expertise, anchor and processing goal. Expert teachers who assessed the student’s performance in the German test with the goal of giving an educational recommendation did not use the anchoring heuristic. Furthermore, results showed only a main effect of the anchor when assessing the math test. The assessments of the math test were assimilated to the given anchor independent of the actual processing goal or the teachers’expertise. [less ▲]

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See detailVerarbeitung von schülerbezogener Information als zielgeleiteter Prozess: Der Lehrer als "flexibler Denker"
Krolak-Schwerdt, Sabine UL; Böhmer, Matthias UL; Gräsel, Cornelia

in Zeitschrift für Pädagogische Psychologie (2009), 23

The present study investigates the influence of different goals in processing students’ attributes on attention allocation and person memory. For this purpose, case reports were presented to teachers as ... [more ▼]

The present study investigates the influence of different goals in processing students’ attributes on attention allocation and person memory. For this purpose, case reports were presented to teachers as experts (Experiment 1) and University students of natural sciences as laymen (Experiment 2). Participants read the case reports either with the instruction (a) to form an impression of the described students (impression formation goal) or (b) to predict their future performance (prognosis goal). Self-paced reading time and free recall were measured. With the goal of prognosis, experts directed attention to and recalled students’ individual attributes. With the goal of impression formation, experts used an available social category. In contrast, laymen’s processing was not influenced by goals. [less ▲]

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