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…

A previous study found that task shifting and fluid intelligence, but not working memory capacity (WMC) and prior knowledge, influenced the worked example effect (Schwaighofer, Bühner, & Fischer, 2016). To increase confidence in these findings, we report a preregistered extended replication study of Schwaighofer et al.'s investigation.…

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…

Transversal skills, such as complex problem solving (CPS) are viewed as central twenty-first-century skills. Recent empirical findings have already supported the importance of CPS for early academic advancement. We wanted to determine whether CPS could also contribute to the understanding of career advancement later in life. Towards this end, we…

This study examines the validity of the complex problem solving (CPS) test MicroDYN by investigating a) the relation between its dimensions--rule identification (exploration strategy), rule knowledge (acquired knowledge), rule application (control performance)--and working memory capacity (WMC), and b) whether CPS predicts school grades in…

Complex problem solving (CPS) as a cross-curricular competence has recently attracted more attention in educational psychology as indicated by its implementation in international educational large-scale assessments such as the Programme for International Student Assessment. However, research on the development of CPS is scarce, and the few…

The 21st-century work environment places strong emphasis on nonroutine transversal skills. In an educational context, complex problem solving (CPS) is generally considered an important transversal skill that includes knowledge acquisition and its application in new and interactive situations. The dynamic and interactive nature of CPS requires a…