Complex Problem-Solving Competency and Its Association With School Grades: An Analysis of Correlation Patterns

• In Event: Hilton Roundtable Session 5
  In Roundtable Session: Division D Section 1 Roundtable Topic: Assessing 21st Century Skills

Abstract

Complex problem solving (CPS) competency is considered as an important cognitive competency for academic success. However, there is yet no clear evidence whether CPS competency is relevant for performances in various school domains or whether its relevance is limited to specific domains (e.g., science). The present study investigated the characteristics of CPS competency by comparing the correlation pattern of CPS competency with school grades to the correlation patterns of domain-general as well as domain-specific competencies with school grades. Based on N = 1,237 high-school students and structural equation modelling (SEM), the findings indicated that CPS competency is more similar to domain-general competencies than to domain-specific competencies. The implications for the development of CPS training programs in educational settings is discussed.

Author

• André Kretzschmar, University of Tübingen