.png){kind=icon}
Return
Exploring the Relation between Time on Task and Ability in Complex Problem Solving
.png){kind=icon}
PRE
AI
DOI：10.1016/j.intell.2014.10.003.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Complex problem solving (CPS) as an individual skill has gained importance in educational and psychological research, since it requires skills beyond routine reasoning, assessed by computer-based means. However, most of the CPS research has been concerned with the validity of CPS assessments based on students' responses (i.e., their CPS ability) rather than their response times (i.e., CPS tin-se on task). Therefore, the present investigation was aimed at examining the empirical relation between CPS time on task and CPS ability. On the basis of the data obtained from a representative sample of N = 2,000 Finnish ninth graders, we specified Bayesian response time and structural equation models in order to study the relations between CPS time on task, CPS ability, cognitive and motivational constructs as well as school achievement. Our results suggest that (a) Long time on task in CPS and CPS ability are positively related (rho = .40); (b) reasoning and students' performance and mastery orientations have differential effects on CPS time on task (beta(REASON) = .25, beta(PER-GOALS) = -.06, beta(MAST-GOALS) = .13) and CPS ability (beta(REASON) = .54, beta(PER-GOALS) = .03, beta(MAST-GOALS) = .03); and (c) CPS time on task predicts school achievement (beta = .12,22), but does not explain variance beyond CPS ability. We conclude that CPS time on task provides a more differentiated perspective on CPS performance, yielding implications for research on and the assessment of CPS. (C) 2014 Elsevier Inc. All rights reserved.
Keywords:
Complex Problem Solving
Goal Orientations
MicroDYN
Reasoning
Time on task
AI Summary
Key information extracted from the uploaded paper, including a brief overview, abstract, background, key highlights, visual analysis, and future outlook.
Journal
IF:
2.8
Papers:
2.3K
Citations:
4.4K
Organization
Cited Papers
ShareSaveStudents' complex problem-solving abilities: Their structure and relations to reasoning ability and educational success.png)
INTELLIGENCE
INTELLIGENCEIF2.8
PREAI
ShareSaveShareSaveShareSaveShareSave
INFORMATION-PROCESSING IN GIFTED VERSUS NONGIFTED AFRICAN-AMERICAN, LATINO, FILIPINO, AND WHITE-CHILDREN - SPEEDED VERSUS NONSPEEDED PARADIGMSINTELLIGENCE
INTELLIGENCEIF2.8
PREAI
ShareSave
View more