Separating PIAAC competencies from general cognitive skills: A dimensionality and explanatory analysis

Engelhardt, Lena; Goldhammer, Frank; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen; Carstensen, Claus H.

doi:10.1016/j.stueduc.2021.101069

Cited by 3 publications

(2 citation statements)

References 43 publications

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“…We should note that, up to this point in our brief review, the focus has been on studies at both the individual and group level that examine the proportion of variance accounted for by students, teachers, and schools. Additionally, we have summarized studies by treating ability and achievement tests as somewhat interchangeable, but there are debates around what is measured by large-scale international assessments such as PISA with regard to cognitive aptitudes versus learning outcomes (e.g., Baumert et al 2009 ; Engelhardt et al 2021 ; Rindermann 2007 ).…”

Section: Brief Historical Review Focused On the Role Of Cognitive Apt...mentioning

confidence: 99%

Student Characteristics, Institutional Factors, and Outcomes in Higher Education and Beyond: An Analysis of Standardized Test Scores and Other Factors at the Institutional Level with School Rankings and Salary

Wai

Tran

2022

J. Intell.

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When seeking to explain the eventual outcomes of a higher education experience, do the personal attributes and background factors students bring to college matter more than what the college is able to contribute to the development of the student through education or other institutional factors? Most education studies tend to simply ignore cognitive aptitudes and other student characteristics—in particular the long history of research on this topic—since the focus is on trying to assess the impact of education. Thus, the role of student characteristics has in many ways been underappreciated in even highly sophisticated quantitative education research. Conversely, educational and institutional factors are not as prominent in studies focused on cognitive aptitudes, as these fields focus first on reasoning capacity, and secondarily on other factors. We examine the variance in student outcomes due to student (e.g., cognitive aptitudes) versus institutional characteristics (e.g., teachers, schools). At the level of universities, two contemporary U.S. datasets are used to examine the proportion of variance accounted for in various university rankings and long-run salary by student cognitive characteristics and institutional factors. We find that depending upon the ways the variables are entered into regression models, the findings are somewhat different. We suggest some fruitful paths forward which might integrate the methods and findings showing that teachers and schools matter, along with the broader developmental bounds within which these effects take place.

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Section: Brief Historical Review Focused On the Role Of Cognitive Apt...mentioning

confidence: 99%

Student Characteristics, Institutional Factors, and Outcomes in Higher Education and Beyond: An Analysis of Standardized Test Scores and Other Factors at the Institutional Level with School Rankings and Salary

Wai

Tran

2022

J. Intell.

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“…Understanding a text implies knowing its words (McKoon & Ratcliff, 2018). Literacy is measured by understanding the text and mastering the vocabulary (Rampey et al, 2016) through different processes that allow them to measure their ability to identify words, infer, and memorize, among others (Engelhardt et al, 2021). These skills allow them to develop in society in their daily life at home and school or in professional activities (Perry et al 2020) Literacy is understood in a complex, multidimensional way, within the framework of learning for life.…”

Section: Introductionmentioning

confidence: 99%

Literacy achievement between women and men according to the Program for the International Assessment of Adult Competencies

Rodríguez-Cristerna

Huerta-Manzanilla

2023

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The literacy of a country is key to the development of society. This work aims to find out if there are differences between the reading abilities of men and women between the ages of 16 and 24 compared to other older age groups, and if this behavior is consistent among the 22 countries that carried out the Program for the International Assessment of Adult Competencies test. The intsvy library was used in the R and RStudio software, and the linear regression function. The results do not show significant differences between the scores of men and women. However, there are significant differences between different age groups and countries. People between the ages of 25 and 34 tend to have higher literacy scores than the rest of the countries.

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Determinants of cognitive skills in adulthood: Age cohort patterns

Maehler,

Martin,

Gorges

et al. 2024

International Journal of Lifelong Education

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Separating PIAAC competencies from general cognitive skills: A dimensionality and explanatory analysis

Cited by 3 publications

References 43 publications

Student Characteristics, Institutional Factors, and Outcomes in Higher Education and Beyond: An Analysis of Standardized Test Scores and Other Factors at the Institutional Level with School Rankings and Salary

Student Characteristics, Institutional Factors, and Outcomes in Higher Education and Beyond: An Analysis of Standardized Test Scores and Other Factors at the Institutional Level with School Rankings and Salary

Literacy achievement between women and men according to the Program for the International Assessment of Adult Competencies

Determinants of cognitive skills in adulthood: Age cohort patterns

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