Reference : Komplexes Problemlösen als eigenständiges Konstrukt

	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Theoretical & cognitive psychology
	To cite this reference:	http://hdl.handle.net/10993/5847

Title :	Komplexes Problemlösen als eigenständiges Konstrukt
Language :	English
Translated title :	[en] Complex Problem Solving as an independent construct
Author, co-author :	Mainert, Jakob [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
	Müller, Jonas [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
	Greiff, Samuel [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
	Rudolph, Julia [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	25-Sep-2013
Number of pages :	17
Peer reviewed :	Yes
On invitation :	No
Audience :	National
Event name :	14th Conference on Educational Psychology of the German Psychological Association
Event date :	23.09.2013 - 25.09.2013
Event place (city) :	Hildesheim
Event country :	Germany
Keywords :	[en] Complex Problem Solving ; latent multitrait–multimethod models ; construct validity
Abstract :	[en] Recently published studies on Complex Problem Solving (CPS) suggest that assessments of CPS using multiple complex systems are only moderately related to tests of classical cognitive abilities. Further, CPS assessments show incremental validity beyond tests of other cognitive abilities when predicting relevant outcomes. However, these empirical accounts have relied on single CPS assessment instruments. We do not know whether these findings will generalize to the construct level across different CPS assessment instruments. To answer this question, we tested a sample of N = 339 German university students who completed three CPS assessment instruments based on multiple complex systems (MicroDYN, the Genetics Lab, and MicroFIN) and the matrices subtest of the Intelligence Structure Test as measure of reasoning. Students further reported their school grades. Analyses including latent multitrait–multimethod models provided support for the conceptualization of CPS as a complex cognitive ability. Results indicated that different CPS assessment instruments showed sufficient convergent validity (with a consistency mostly between .50 and .60). In addition, we found evidence for the divergent validity of CPS from reasoning (reasoning predicted two CPS facets, knowledge and control, àKNOW = .49 and àCON = .53, respectively). In the prediction of academic achieve- ment, CPS explained variance in natural science grades after we controlled for reasoning (àCPS = .22), whereas social science grades were not predicted. Our findings suggest that the validity of CPS generalizes across different measurement instruments.
Target :	Researchers ; Professionals
Permalink :	http://hdl.handle.net/10993/5847
	also: http://hdl.handle.net/10993/8826

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