Computer-Based Collaborative Problem Solving in PISA 2015 and the Role of Personality

Area of Science:

• Psychology
• Education

Background:

• Collaborative problem solving (CPS) integrates social and cognitive skills, crucial for 21st-century education.
• The Programme for International Student Assessment (PISA) increasingly incorporates CPS into its evaluations.
• Previous research linked Big Five personality traits to either cognitive or social skills, but not their combined effect on CPS.

Purpose of the Study:

• To investigate the impact of the Big Five personality traits on the combined construct of collaborative problem solving (CPS).
• To analyze the predictive relationships between personality traits and CPS performance using structural equation modeling.
• To contextualize findings within Ackermann's lifelong learning and investment model and relate them to PISA 2015.

Main Methods:

• Structural equation modeling was employed to analyze data from 483 participants.
• The study utilized original Programme for International Student Assessment (PISA) 2015 collaborative problem solving tasks.
• The Big Five personality traits were assessed to determine their influence on CPS.

Main Results:

• Openness to experience and agreeableness were identified as significant predictors of CPS performance.
• The findings provide empirical evidence for the influence of specific personality traits on conjoint CPS abilities.
• Results align with and extend the lifelong learning and investment model.

Conclusions:

• Openness and agreeableness are key personality factors influencing collaborative problem solving skills.
• Educational programs and assessments like PISA can leverage personality insights for CPS development.
• Further research can explore interventions to enhance CPS based on these personality predictors.