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Updated: Jan 22, 2026

Operation of the Collaborative Composite Manufacturing CCM System
Published on: October 1, 2019
Computer-Based Collaborative Problem Solving in PISA 2015 and the Role of Personality
Matthias Stadler1,2, Katharina Herborn3, Maida Mustafić3
1Psychologie und Pädagogik, Ludwig-Maximilians-Universität München, 80802 Munich, Germany. Matthias.Stadler@lmu.de.
Abstract:
Collaborative problem solving (CPS) is an essential 21st century skill at the intersection of social collaboration and cognitive problem solving, and is increasingly integrated in educational programs, such as the influential Programme for International Student Assessment (PISA). As research has identified the impact of the Big Five personality traits either on cognitive ability or social collaboration skills in groups, this study firstly identified their impact on the conjoint construct of CPS. Results from structural equation modelling (N = 483) found openness to experience and agreeableness as predictors for CPS performance. The results are embedded in the lifelong learning and investment model by Ackermann and provide implications for PISA 2015, as original PISA 2015 CPS tasks were used.
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