Dispositional Predictors of Domain-Specific Problem-Solving Competence Measured in Simulated Office Work

• In Event: 31.089 - Knowledge Is Not Enough: Problem-Solving Competence and Innovative Skills for Modern Workplaces

Abstract

A high level of domain-specific problem-solving competence is a key characteristic of expertise and hence a major objective in developing professional competence. Problems arise in situations that are characterized by (1) a gap between a desired outcome and the current state and (2) an (initial) ignorance of the problem solver on how to bridge that gap. Yet this initial lack of knowledge has some social, cultural, or intellectual value, i. e. someone believes that it is worth finding the unknown (Jonassen & Hung 2012, p. 2680). Our study is located in the field of vocational education and training (VET) and funded by the German Ministry of Education and Research. The overall aim is to develop computer-based test instruments for the domain-specific problem-solving of industrial clerks. .
In this respect, the significance of a person’s domain specific content knowledge goes without saying. If, however, relevant content knowledge is absent in a particular instance, more general cognitive abilities such as intelligence come into bearing. Also, the above definition of a problem points to emotional/motivational factors related to the individual’s appraisal of a problem. Apart from the domain-specific interest, a positive self-concept (“self-efficacy beliefs”: Bandura 1977) or a “sense of competence” (Dörner 1997), also induce the mobilization of cognitive resources. To sum this up, we assume an influence of content knowledge, general cognitive ability, domain-specific interest and occupational self-efficacy on domain-specific problem-solving competence.
Three authentic computer-based problem-solving scenarios were developed and tested in a pilot study with 123 VET students. An overall competence score was obtained by initial qualitative content analyses and subsequent IRT estimations. The research design also comprised a test of content knowledge that consisted of 11 short response and calculation tasks that allowed the computation of a sum score. In addition, aself-assessment questionnaire was administered, examining occupational interest (6 items, Cronbach’s Alpha = .783) and occupational self-efficacy (6 items, Cronbach’s Alpha = .78) Moreover, the participants were given a non-verbal cognitive ability test (CFT 20-R: Weiss 2006 ).
First analyses revealed a substantial correlation between domain-specific problem-solving competence and related content knowledge (r = .37, p = .000), while no further significant correlations between the hypothesized predictors and problem-solving competence were found. Consequently, only content knowledge turned out to be a significant predictor in a multiple regression analysis. Altogether, the proposed predictors explained about 30 % of the variance in domain-specific problem-solving competence. We assume that the measurement of situational interest as well as situational self-efficacy would add to the explanation of variance in problem-solving competence when measured in situ and not in a questionnaire. Consequences and alternative research designs will be discussed in the presentation.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Dörner, D. (1997). The logic of failure. New York: Merloyd Lawrence.
Jonassen, D. H. & Hung, W. (2012). Problem solving. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2680-2683). New York: Springer.
Weiss, R. H. (2006). CFT 20-R. 4th ed. Göttingen Hogrefe.

Authors

• Andreas Rausch, University of Bamberg

• Kristina Koegler, University Frankfurt am Main

• Eveline Wuttke, Johann Wolfgang Goethe University

• Juergen Seifried, University of Mannheim

• Julia Warwas