517
Views
12
CrossRef citations to date
0
Altmetric
Articles

Linking complex problem solving and general mental ability to career advancement: Does a transversal skill reveal incremental predictive validity?

, , &

References

  • Abele, D.-G. S., Greiff, D. S., Gschwendtner, T., Wüstenberg, S., Nickolaus, R., Nitzschke, A., & Funke, J. (2012). Dynamische Problemlösekompetenz [Dynamic problem solving competence]. Zeitschrift für Erziehungswissenschaft, 15, 363–391. doi:10.1007/s11618-012-0277-9
  • Ackerman, P. L. (1987). Individual differences in skill learning: An integration of psychometric and information processing perspectives. Psychological Bulletin, 102, 3–27. doi:10.1037/0033-2909.102.1.3
  • Ackerman, P. L. (1992). Predicting individual differences in complex skill acquisition: Dynamics of ability determinants. Journal of Applied Psychology, 77, 598–614. doi:10.1037/0021-9010.77.5.598
  • Anakwe, U. P., Hall, J. C., & Schor, S. M. (2000). Knowledge-related skills and effective career management. International Journal of Manpower, 21, 566–579. doi:10.1108/01437720010379024
  • Arthur, M. B., & Rousseau, D. M. (1996). A career lexicon for the 21st century. Academy of Management Executive, 10, 28–39. doi:10.5465/AME.1996.3145317
  • Autor, D. H., Levy, F., & Murnane, R. J. (2003). The skill content of recent technological change: An empirical exploration. The Quarterly Journal of Economics, 118, 1279–1333.10.1162/003355303322552801
  • Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, 1–26. doi:10.1111/j.1744-6570.1991.tb00688.x
  • Beckmann, J. F., & Goode, N. (2013). The benefit of being naïve and knowing it: The unfavourable impact of perceived context familiarity on learning in complex problem solving tasks. Instructional Science, 42, 271–290. doi:10.1007/s11251-013-9280-7
  • Billett, S. (2010). The perils of confusing lifelong learning with lifelong education. International Journal of Lifelong Education, 29, 401–413. doi:10.1080/02601370.2010.488803
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining 21st century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Dordrecht: Springer. Retrieved from http://www.springerlink.com10.1007/978-94-007-2324-5
  • Bird, A. (1994). Careers as repositories of knowledge: A new perspective on boundaryless careers. Journal of Organizational Behavior, 15, 325–344. doi:10.1002/job.4030150404
  • Bollen, K. A. (1989). Structural equations with latent variables. New York, NY: Wiley.10.1002/9781118619179
  • Bologna. (1999). The Bologna declaration of 19 June 1999. Italy: European Ministers of Education. Retrieved from http://www.ehea.info
  • Brand, C. (1987). The importance of general intelligence. In S. Modgil & C. Brand (Eds.), Arthur Jensen: Consensus and controversy (pp. 251–265). New York, NY: Falmer.
  • Cascio, W. F. (1995). Whither industrial and organizational psychology in a changing world of work? American Psychologist, 50, 928–939. doi:10.1037/0003-066X.50.11.928
  • Cattell, R. B., & Cattell, K. S. (1960). Culture fair intelligence test, scale 2. Champaign, IL: Institute for Personality and Ability Testing.
  • Danner, D., Hagemann, D., Holt, D. V., Hager, M., Schankin, A., Wüstenberg, S., & Funke, J. (2011). Measuring performance in dynamic decision making: Reliability and validity of the tailorshop simulation. Journal of Individual Differences, 32, 225–233. doi:10.1027/1614-0001/a000055
  • Ericsson, K. A., & Charness, N. (1995). “Expert performance: Its structure and acquisition”: Reply. American Psychologist, 50, 803–804. doi:10.1037/0003-066X.50.9.803
  • Fischer, A., Greiff, S., & Funke, J. (2012). The process of solving complex problems. The Journal of Problem Solving, 4, 19–42. doi:10.7771/1932-6246.1118
  • Frensch, P. A., & Funke, J. (Eds.). (1995). Complex problem solving: The European perspective. Hillsdale, NJ: L. Erlbaum Associates.
  • Funke, J. (1985). Steuerung dynamischer Systeme durch Aufbau und Anwendung subjektiver Kausalmodelle [Leading dynamic systems via building and application of subjective causal models]. Zeitschrift für Psychologie, 193, 443–465. Retrieved from http://www.researchgate.net
  • Funke, J. (2001). Dynamic systems as tools for analysing human judgement. Thinking & Reasoning, 7, 69–89. doi:10.1080/13546780042000046
  • Funke, J., & Frensch, P. A. (2007). Complex problem solving: The European perspective—10 years after. In D. H. Jonassen (Ed.), Learning to solve problems: A handbook for designing problem-solving learning environments (pp. 25–47). New York, NY: Erlbaum.
  • Gaugler, B. B., Rosenthal, D. B., Thornton, G. C., & Bentson, C. (1987). Meta-analysis of assessment center validity. Journal of Applied Psychology, 72, 493–511. doi:10.1037/0021-9010.72.3.493
  • Gottfredson, L. S. (2002). g: Highly general and highly practical. In R. J. Sternberg & E. L. Grigorenko (Eds.), The general factor of intelligence: How general is it? (pp. 331–380). Mahwah, NJ: L. Erlbaum Associates.
  • Greenhaus, J. H., Callanan, G. A., & Godshalk, V. M. (1994). Career management. Orlando, FL: The Dydren Press.
  • Greiff, S., Fischer, A., Wüstenberg, S., Sonnleitner, P., Brunner, M., & Martin, R. (2013). A multitrait–multimethod study of assessment instruments for complex problem solving. Intelligence, 41, 579–596. doi:10.1016/j.intell.2013.07.012
  • Greiff, S., Wüstenberg, S., Molnár, G., Fischer, A., Funke, J., & Csapó, B. (2013). Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity. Journal of Educational Psychology, 105, 364–379. doi:10.1037/a0031856
  • Griffin, P., Barry, M., & Care, E. (2012). Assessment and teaching of 21st century skills. Heidelberg: Springer. Retrieved from http://www.springer.com10.1007/978-94-007-2324-5
  • Hall, D. T. (1996). Protean careers of the 21st century. Academy of Management Executive, 10, 8–16. Retrieved from http://aom.org
  • Hall, D. T., & Mirvis, P. H. (1996). The new protean career’. In D. T. Hall & Associates (Eds.), The career is dead-long live the career: A relational approach to careers (pp. 15–45). San Francisco, CA: Jossey-Bass.
  • Horn, J. L., & Noll, J. (1997). Human cognitive capabilities: Gf-Gc theory. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 53–91). New York, NY: Guilford Press.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. doi:10.1080/10705519909540118
  • International Labour Office. (2012). International standard classification of occupations: ISCO-08. Geneva: Author.
  • Kersting, M. (2001). Zur Konstrukt- und Kriteriumsvalidität von Problemlöseszenarien anhand der Vorhersage von Vorgesetztenurteilen über die berufliche Bewährung [On construct and criterion validity of problem solving scenarios on the basis of the prediction of occupational success by supervisor ratings]. Diagnostica, 47, 67–76. doi:10.1026//0012-1924.47.2.67
  • Klahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12, 1–48. doi:10.1016/0364-0213(88)90007-9
  • Kretzschmar, A., Neubert, J. C., & Greiff, S. (2015). Komplexes Problemlösen und schulfachliche Kompetenzen als Prädiktoren der Schulnoten [Complex problem solving and school competences as predictors of school grades]. Zeitschrift Für Pädagogische Psychologie, 28, 205–215. doi:10.1024/1010-0652/a000137
  • Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86, 148–161. doi:10.1037/0022-3514.86.1.148
  • Linn, R. L., & Hastings, C. N. (1984). A meta analysis of the validity of predictors of performance in law school. Journal of Educational Measurement, 21, 245–259. Retrieved from http://onlinelibrary.wiley.com10.1111/jedm.1984.21.issue-3
  • Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling: A Multidisciplinary Journal, 9, 151–173. doi:10.1207/S15328007SEM0902_1
  • Lohman, D. F. (1999). Minding our p’s and q’s: On finding relationships between learning and intelligence. In P. L. Ackerman, P. C. Kyllonen, & R. D. Roberts (Eds.), Learning and individual differences (pp. 55–76). Washington, DC: American Psychological Association.
  • McDaniel, M. A., Schmidt, F. L., & Hunter, J. E. (1988). A meta-analysis of the validity of methods for rating training and experience in personnel selection. Personnel Psychology, 41, 283–309. doi:10.1111/j.1744-6570.1988.tb02386.x
  • McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37, 1–10. doi:10.1016/j.intell.2008.08.004
  • Muthén, L. K., & Muthén, B. O. (2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Author.
  • National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. ( Committee on defining deeper learning and 21st century skills). In J. W. Pellegrino & M. L. Hilton (Eds.). Washington, DC: The National Academies Press.
  • Neubert, J. C., Mainert, J., Kretzschmar, A., & Greiff, S. ( in press). The assessment of 21st century skills in industrial and organizational psychology: Complex and collaborative problem solving. Industrial and Organizational Psychology: Perspectives on Science and Practice, 8 (2).
  • Novick, L. R., & Bassok, M. (2005). Problem solving. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 321–349). Cambridge, NY: University Press.
  • OECD. (2014). PISA 2012 results: Creative problem solving: Students skills in tackling real-life problems Volume V. Retrieved from http://www.oecd.org/pisa/pisaproducts/
  • Ree, M. J., & Carretta, T. R. (1998). General cognitive ability and occupational performance. International Review of Industrial and Organizational Psychology, 13, 159–184. Retrieved from http://onlinelibrary.wiley.com
  • Rigas, G., Carling, E., & Brehmer, B. (2002). Reliability and validity of performance measures in microworlds. Intelligence, 30, 463–480. doi:10.1016/S0160-2896(02)00121-6
  • Rocha, M. (2012). Transferable skills representations in a Portuguese college sample: Gender, age, adaptability and vocational development. European Journal of Psychology of Education, 27, 77–90. doi:10.1007/s10212-011-0067-4
  • Rybash, J. M., Hoyer, W. J., & Roodin, P. (1986). Adult cognition and aging: Developmental changes in processing, knowing and thinking. New York, NY: Pergamon Press.
  • Schmidt, F. L. (2002). The role of general cognitive ability and job performance: Why there cannot be a debate. Human Performance, 15, 187–210. doi:10.1080/08959285.2002.9668091
  • Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262–274. doi:10.1037/0033-2909.124.2.262
  • Schmidt, F. L., & Hunter, J. (2004). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality and Social Psychology, 86, 162–173. doi:10.1037/0022-3514.86.1.162
  • Schweizer, F., Wüstenberg, S., & Greiff, S. (2013). Validity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity. Learning and Individual Differences, 24, 42–52. doi:10.1016/j.lindif.2012.12.011
  • Smith, M. C., & Reio, T. G. (2006). Adult development, schooling, and the transition to work. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 115–138). Mahwah, NJ: Erlbaum.
  • Sonnleitner, P., Keller, U., Martin, R., & Brunner, M. (2013). Students’ complex problem-solving abilities: Their structure and relations to reasoning ability and educational success. Intelligence, 41, 289–305. Retrieved from http://hdl.handle.net10.1016/j.intell.2013.05.002
  • Weiß, R. H. (2006). Grundintelligenztest Skala 2 — Revision CFT 20-R [Culture fair intelligence test scale 2—Revision]. Göttingen: Hogrefe.
  • Wittmann, W. W., & Süß, H.-M. (1999). Investigating the paths between working memory, intelligence, knowledge, and complex problem-solving performances via Brunswik symmetry. In P. L. Ackerman, P. C. Kyllonen, & R. D. Roberts (Eds.), Learning and individual differences: Process, trait, and content determinants (pp. 77–108). Washington: American Psychological Association. Retrieved from http://content.apa.org10.1037/10315-000
  • Wüstenberg, S., Greiff, S., & Funke, J. (2012). Complex problem solving—More than reasoning? Intelligence, 40, 1–14. doi:10.1016/j.intell.2011.11.003

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.