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URN: urn:nbn:de:0111-pedocs-232721
DOI: 10.25656/01:23272; 10.1037/edu0000446
URN: urn:nbn:de:0111-pedocs-232721
DOI: 10.25656/01:23272; 10.1037/edu0000446
| Titel |
Using process data to explain group differences in complex problem solving |
|---|---|
| Autoren |
Eichmann, Beate  ;
Goldhammer, Frank  ;
Greiff, Samuel ;
Brandhuber, Liene;
Naumann, Johannes |
| Originalveröffentlichung | The Journal of educational psychology 112 (2020) 8, S. 1546-1562  |
| Dokument | Volltext (608 KB) (formal und inhaltlich überarbeitete Version) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | PISA <Programme for International Student Assessment>; Problemlösen; Schülerleistung; Leistungsmessung; Geschlechtsspezifischer Unterschied; Migrationshintergrund; Computerunterstütztes Verfahren; Logdatei; Interaktion; Exploration; Verhalten; Vorwissen; Wirkung; Indikator; Leistung; Unterschied; Messverfahren; OECD-Länder |
| Teildisziplin | Empirische Bildungsforschung |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 0022-0663; 00220663 |
| Sprache | Englisch |
| Erscheinungsjahr | 2020 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performance on the 2012 Programme for International Student Assessment complex problem solving (CPS) items. We found that across all investigated countries interactive behavior can fully explain gender differences in CPS, but cannot explain differences between students with and without a migration background. However, in some countries these results differ from the cross-country results. Our results indicate that process measures derived from log data are useful for further investigating and explaining performance differences between girls and boys and students with and without migration background. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | The Journal of educational psychology Jahr: 2020 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 11.01.2022 |
| Quellenangabe | Eichmann, Beate; Goldhammer, Frank; Greiff, Samuel; Brandhuber, Liene; Naumann, Johannes: Using process data to explain group differences in complex problem solving - In: The Journal of educational psychology 112 (2020) 8, S. 1546-1562 - URN: urn:nbn:de:0111-pedocs-232721 - DOI: 10.25656/01:23272; 10.1037/edu0000446 |
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