The Complex Route to Success: Complex Problem-Solving Skills in the Prediction of University Success

Autor/inn/en	Stadler, Matthias J.; Becker, Nicolas; Greiff, Samuel; Spinath, Frank M.
Titel	The Complex Route to Success: Complex Problem-Solving Skills in the Prediction of University Success
Quelle	In: Higher Education Research and Development, 35 (2016) 2, S.365-379 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2015.1087387
Schlagwörter	Success; Predictive Validity; Predictor Variables; Problem Solving; Grade Point Average; Business Administration Education; Predictive Measurement; Academic Achievement; College Students; Correlation; Prior Learning; Intelligence Tests; Regression (Statistics); Student Records; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Erfolg; Prädiktor; Problemlösen; Schulleistung; Collegestudent; Korrelation; Vorkenntnisse; Intelligence test; Intelligenztest; Regression; Regressionsanalyse; Schülerakte; Ausland; Deutschland
Abstract	Successful completion of a university degree is a complex matter. Based on considerations regarding the demands of acquiring a university degree, the aim of this paper was to investigate the utility of complex problem-solving (CPS) skills in the prediction of objective and subjective university success (SUS). The key finding of this study was that CPS was not only strongly correlated to objective university success but also explained university grade point averages (GPA) of N?=?78 German business students even after intelligence and high-school GPA were controlled for. In addition, priority setting while working on a complex problem explained self-rated SUS. Given this incremental validity over the most established predictors of objective university success and its versatility, we argue that CPS may be a valuable addition to existing predictors in university applicant selection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01