Construct validity of complex problem solving: A comprehensive view on different facets of intelligence and school grades

Predicting Complex Problem Solving and school grades with working memory and ability self-concept

“…CPS is defined as a composite of different simple and complex cognitive processes (Funke, 2010). Thus, previous studies have mainly investigated the relation between CPS and cognitive constructs (for an overview, see Kretzschmar, Neubert, Wüstenberg, & Greiff, 2016; see also Stadler, Becker, Gödker, Leutner, & Greiff, 2015). Because a substantial portion of variance in CPS has remained unexplained by cognitive predictors (e.g., Bühner, Kröner, & Ziegler, 2008), it is worthwhile to look for additional constructs that might explain differences in CPS.…”

Complex Problems in Entrepreneurship Education: Examining Complex Problem‐Solving in the Application of Opportunity Identification

“…Based on this framework, MicroFIN aims to counter limitations in the breadth of problems included in previous CPS instruments (e.g., MicroDYN; [56]) and facilitate a greater heterogeneity in tasks [49,50,57]. MicroFIN was recently found to have convergent validity with an established CPS instrument and discriminant validity with different measures of general mental ability (GMA; [49,58]). MicroFIN tasks share a general layout of input variables that influence output variables and are in accordance with the theoretical background as outlined in the Introduction (i.e., test items contain (a) values that change with the user's interaction and (b) various nontransparent interactions between variables, such as threshold or equilibrium states in the input variables; [13]).…”

“…To determine participants' scores on the knowledge application item, they received credit for reaching the target state on each task (e.g., different states of well-being for families and industries in the Plan-o-Maton), and no credit was given when participants failed to do so. The scores for knowledge acquisition and knowledge application were further aggregated across all tasks and finally collapsed into one general CPS score according to a procedure used by Kretzschmar et al [58]. Due to a software issue, the data for one MicroFIN task was not saved and, thus, our analyses were based on five tasks.…”

“…In sum, MicroFIN provided a measure of skills to solve complex problems that stemmed from theoretical considerations of CPS and has been empirically validated [49,50,58,60].…”

“…A significant obstacle hindering more practical considerations of CPS in assessment and education has been the absence of valid, reliable measures of the underlying construct. This hindrance has recently been overcome as the application of CPS tests in PISA 2012 [17] and first validation studies on CPS in the educational sector reveal (e.g., [19][20][21]58]). Accordingly, assessing CPS skills in EE could be a very first step towards weaving CPS into EE.…”