Computer-Based Collaborative Problem Solving in PISA 2015 and the Role of Personality.

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ID: 57543
2019
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Abstract
Collaborative problem solving (CPS) is an essential 21st century skill at the intersection of social collaboration and cognitive problem solving, and is increasingly integrated in educational programs, such as the influential Programme for International Student Assessment (PISA). As research has identified the impact of the Big Five personality traits either on cognitive ability or social collaboration skills in groups, this study firstly identified their impact on the conjoint construct of CPS. Results from structural equation modelling ( = 483) found openness to experience and agreeableness as predictors for CPS performance. The results are embedded in the lifelong learning and investment model by Ackermann and provide implications for PISA 2015, as original PISA 2015 CPS tasks were used.
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stadler2019computerbasedjournal Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Stadler, Matthias;Herborn, Katharina;Mustafić, Maida;Greiff, Samuel;
Journal journal of intelligence
Year 2019
DOI
E15
URL
Keywords
assessment personality big five pisa 2015 agent technologies collaborative problem solving resilience subjective well-being self-control meaning in life academically high-achieving adults crisis of meaning giftedness high achievers intellectual giftedness multiple mediation analysis

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