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How we explore, interpret, and solve complex problems: A cross-national study of problem-solving processes.

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Summary
This summary is machine-generated.

Complex problem solving (CPS) measurement is valid across Jordan and Hungary. Student test-taking behaviors, like exploration strategy and time, differ, revealing distinct problem-solving profiles.

Keywords:
Complex problem solvingExploration strategiesInternational validityLatent class analysisProcess indicatorsTest-taking behavior

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Assessment

Background:

  • Complex problem solving (CPS) is a critical 21st-century skill.
  • Limited understanding exists regarding CPS measurability and cross-cultural comparability, especially in countries new to computer-based assessment.
  • This study addresses the validity and behavioral patterns of CPS in diverse educational contexts.

Purpose of the Study:

  • To investigate the measurement invariance of Complex Problem Solving (CPS) across Jordanian and Hungarian university students.
  • To explore differences in test-taking behaviors and identify latent classes of problem-solving strategies.
  • To examine the relationship between process indicators and problem-solving achievement across identified behavioral profiles.

Main Methods:

  • Comparative analysis of CPS assessment data from Jordanian (N=431) and Hungarian (N=1844) university students.
  • Utilized log data to analyze exploration strategies, time-on-task, and number of trials.
  • Latent profile analysis to identify distinct student behavioral patterns.

Main Results:

  • CPS measurements demonstrated invariance between Jordanian and Hungarian student samples.
  • Significant differences were observed in students' exploration strategy effectiveness, time-on-task, and trial counts.
  • Four distinct latent classes of problem-solving behavior were identified in both samples, with non-invariant process indicators across these profiles.

Conclusions:

  • CPS assessment is comparable across the studied Jordanian and Hungarian university populations.
  • Student approaches to complex problem-solving vary significantly, influencing the effectiveness of strategies and task engagement.
  • Understanding these behavioral differences is crucial for developing targeted educational interventions and improving CPS assessment validity globally.