Why Shanghai Students Performed Not So Well on a PISA (Programme for International Student Assessment) Problem-Solving Test: A Control-Value Perspective

• In Event: 41.083 - Roundtable Session 15
  In Roundtable Session: 41.083-18 - Using Assessments to Understand Cognition

Abstract

Problem solving is a fundamental ability in human life.The development of young people’s problem-solving ability attracts increasing attention from contemporary educators and researchers. This study explores cognitive and non-cognitive factors associated with problem-solving performance by K-12 students from Shanghai. An integrative conceptual model of five constructs comprising environment autonomy support, environment control, achievement goal and belief, non-cognitive factors, and problem-solving performance were evaluated using structural equation modeling (SEM). The preliminary findings corroborate control-value theory in identifying significant effects of the former four constructs on the latter one, as well as complex interactions among the former four constructs. Implications of this study were also provided.

Authors

• Yiling Hu, East China Normal University

• Bian Wu, East China Normal University

• Xiaoqing Gu