Post-Department Publications (since 2024)

Laaja-alainen osaaminen koulussa: Ajattelijana ja oppijana kehittyminen [Transversal competences in school: Developing as thinker and learner], N. Hienonen, P. Nilivaara, M. Saarnio, M.-P. Vainikainen, 2022

Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises

M. Sailer, M. Stadler, E. Botes, F. Fischer, S. Greiff

European Journal of Psychology of Education, vol. 37, 2022, pp. 279-292

Single item measures in psychological science

M. Allen, D. Iliescu, S. Greiff

European Journal of Psychological Assessment, vol. 38, 2022, pp. 1-5

Some thoughts and considerations on accommodations in testing

D. Iliescu, Greiff S.

European Journal of Psychological Assessment, vol. 38, 2022, pp. 239-242

Taking stock. An overview of the literature and a preliminary meta-analysis of foreign language enjoyment and other individual differences variables

E. Botes, J. M. Dewaele, S. Greiff

Studies in Second Language Learning and Teaching, vol. 12, 2022, pp. 205-232

Teaching 21st century skills needs to be informed by psychological research

S. Greiff, F. Borgonovi

Nature Reviews Psychology, vol. 1, 2022, pp. 314-315

Teaching of general problem solving

D. Gibson, D. Ifenthaler, S. Greiff

International Handbook of psychology learning and teaching, J. Zumbach, D. Bernstein, S. Narciss, G. Marsico, Springer, Dordrecht, 2022, pp. 131-150

The eLuna mixed reality visual language for co-design of narrative game-based learning trails

F. Breien, B. Wasson, S. Greiff, N. P. Hauan

Frontiers in Education, vol. 7, 2022, p. 1061640

The fight against infectious diseases. The essential role of higher-order thinking and problem solving

J. Gottschling, F. Krieger, S. Greiff

Journal of Intelligence, vol. 10, 2022, p. 14

The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students with different language backgrounds

L. Van der Westhuizen, K. Arens, S. Greiff, A. Fischbach, C. Niepel

Contemporary Educational Psychology, vol. 68, 2022, p. 102037

The role of metacognition in complex skills. Spotlight on problem solving, collaboration, and self-regulated learning. Special issue

F. Krieger, R. Azevedo, A. Graesser, S. Greiff

Metacognition & Learning, 2022

Towards strengthening links between learning analytics and assessment. Challenges and potentials of a promising new bond. Special issue

D. Gasevic, S. Greiff, D. W. Shaffer

Computers in Human Behavior, 2022

Transfer of metacognitive skills in self-regulated learning. Effects on strategy application and content knowledge acquisition

F. Stebner, C. Schuster, X. L. Weber, S. Greiff, D. Leutner, J. Wirth

Metacognition & Learning, vol. 17, 2022, pp. 715-744

Uncovering everyday dynamics in students‘ perceptions of instructional quality with experience sampling

I. Talic, R. Scherer, H. Marsh, S. Greiff, J. Möller, C. Niepel

Learning & Instruction, vol. 81, 2022, p. 101594

Validating the short-from foreign language classroom anxiety scale (S-FLCAS)

E. Botes, L. van der Westhuizen, J. M. Dewaele, P. MacIntyre, S. Greiff

Applied Linguistics, vol. 43, 2022, pp. 1006-1033

Why we need systematic reviews and meta-analyses in the testing and assessment literature

D. Iliescu, A. Rusu, S. Greiff, M. Fokkema, R. Scherer

European Journal of Psychological Assessment, vol. 38, 2022, pp. 73-77

Educational usage of Facebook and academic achievement in distance university students: Mediated by basic needs satisfaction

S. Yotyodying, S. Dettmers, K. Erdal, K. Jonkmann

Education and Information Technologies, 2022 May

Einschätzung der IT-Ausstattung und des IT-Supports der Schulen der Sekundarstufe I aus Lehrkräfteperspektive im Bundesländervergleich und im Trend seit 2017.

S. Yotyodying, R. Lorenz

2022 Apr, pp. 41-62

Entwicklungen der schulischen digitalen Infrastruktur für das Lehren und Lernen durch Investitionsprogramme aus Sicht von Lehrkräften der Sekundarstufe I.

S. Yotyodying, B. Eickelmann, M. Endberg, R. Lorenz

2022 Apr, pp. 145-160

Schule digital – der Länderindikator 2021 Lehren und Lernen mit digitalen Medien in der Sekundarstufe I in Deutschland im Bundesländervergleich und im Trend seit 2017

R. Lorenz, S. Yotyodying, B. Eickelmann, M. Endberg

2022 Apr

Assessing 16 fundamental motives with fewer than 50 items. Development and validation of the 16 motives research scale (16mrs)

J. Dörendahl, C. Niepel, S. Greiff

Frontiers Psychology, vol. 12, 2021, p. 562371

Assessing collaborative problem solving skills among elementary school students

M. Rojas, M. Nussbaum, P. Chiuminatto, O. Guerrero, S. Greiff, F. Krieger, L. Van der Westhuizen

Computers & Education, vol. 175, 2021, p. 104313

Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS)

M. Stadler, C. Kemper, S. Greiff

The European Educational Researcher, vol. 4, 2021, pp. 283-290

Collaboration analytics need more comprehensive models and methods. An opinion paper

A. Han, F. Krieger, S. Greiff

Journal of Learning Analytics, vol. 8, 2021, pp. 13-29

Cut to the chase. Assessing complex problem-solving skills in under 20 minutes

F. Krieger, M. Stadler, M. Bühner, F. Fischer, Greiff. S

Psychological Test Adaptation and Development, vol. 2, 2021, pp. 80-92

Die Entwicklung eines Trainingsprogrammes für die komplexe Problemlösekompetenz in Jugendlichen [The development of a training programme for complex problem-solving competency in adolescents]

B. Nicolay, F. Krieger, M. Salzig, S. Greiff

Nationaler Bildungsbericht Luxemburg 2021 [The Luxembourgish report on education], LUCET, SCRIPT, University of Luxembourg, Esch-sur-Alzette, 2021, pp. 178–179

Digitalisierung der pädagogischen Diagnostik. Von Evolution zu Revolution. [Digitalisation of educational assessment. From evolution to revolution]

A. Fischbach, S. Greiff, P. Cardoso Leite, V. Koenig

Nationaler Bildungsbericht Luxemburg 2021 [The Luxembourgish report on education], LUCET, SCRIPT, University of Luxembourg, Esch-sur-Alzette, 2021, pp. 136-140

Dimensional comparisons in the formation of domain-specific achievement goals

J. Dörendahl, R. Scherer, S. Greiff, R. Martin, C. Niepel

Motivation Science, vol. 7, 2021, pp. 306-318

Entwicklung eines Instruments zur Erfassung physikbezogener komplexer Problemlösefähigkeit [Development of an instrument for complex problem solving in virtual physics environments]

F. Gigl, E. Cauet, S. Greiff, A Kauertz

Zeitschrift für Empirische Pädagogik, vol. 35, 2021, pp. 38-71

European Journal of Psychology Open. New beginnings, new challenges

G. Panayiotou, S Greiff

European Journal of Psychology Open, vol. 80, 2021, pp. 1-2

Evolutions in testing research. What the future is likely to bring

D. Iliescu, S. Greiff

European Journal of Psychological Assessment, vol. 37, 2021, pp. 1-5

Inaugural issue of EJPO responds to the Covid-19 crisis

G. Panayiotou, S. Greiff

European Journal of Psychology Open, vol. 80, 2021, pp. 3-4

Iteratively Digitizing an Analogue Syllable-Based Reading Intervention

A. Riedmann, P. Schaper, M. Donnermann, M. Lein, S. C. Steinhaeusser, P. Karageorgos, B. Müller, T. Richter, B. Lugrin

Interacting with computers, vol. 33(4), 2021, pp. 411-425

Kollaboratives Problemlösen in Luxemburg. Ergebnisse und Implikationen aus PISA 2015 [Collaborative problem solving in Luxembourg. Results and implications from PISA 2015].

F. Krieger, A. Fischbach, S. Greiff

Nationaler Bildungsbericht Luxemburg 2021 [The Luxembourgish report on education], LUCET, SCRIPT, University of Luxembourg, Esch-sur-Alzette, 2021, pp. 173–177

Lost in transition. Learning analytics on successfully exploring but not solving a complex problem

B. Nicolay, F. Krieger, M. Stadler, J. Gobert, Greiff. S.

Computers in Human Behavior, vol. 115, 2021, p. 106594

On consequential validity

D. Iliescu, S. Greiff

European Journal of Psychological Assessment, vol. 37, 2021, pp. 163-166

PIAAC Cycle 2 assessment framework. Adaptive problem solving (Chapter 4)

OECD, (with S. Greiff as chair of the expert group)

The assessment frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies, OECD, OECD Publishing, Paris, 2021, pp. 155-203

Planning a career in psychological assessment. Lessons learned from the EAPA Winter School 2021

K. Brauer, R. T. Proyer, S. Greiff, A. Brown, F. Gander, J.-C. Münscher, A. Realo, D. Rivera, J. Rossier, L. Wagner

European Journal of Psychological Assessment, vol. 37, 2021, pp. 261-265

Skills assessment in education (Chapter 7)

S. Greiff, J. Dörendahl

AI and the future of skills. Volume 1, capabilities and assessments , OECD, OECD Publishing, Paris, 2021, pp. 134-149

Supporting academic freedom and living societal responsibility

D. Iliescu, S. Greiff, R. Proyer, M. Ziegler, M. Allen, L. Claes, M. Fokkema, P. Hasking, A. Hiemstra, M. Maes, M. Mund, C. Nye, R. Scherer, E. Wetzel, P. Zeinoun

European Journal of Psychological Assessment, vol. 37, 2021, pp. 81-85

The development and validation of the short form of the Foreign Language Enjoyment Scale (S-FLES)

E. Botes, J. M. Dewaele, S. Greiff

The Modern Language Journal, vol. 105, 2021, pp. 858-876

The future of intelligence and the intelligence of the future

A. Demetriou, H. Golino, G. Spanoudis, N. Makris, S. Greiff

Intelligence, vol. 87, 2021, p. 101562

The future of intelligence assessment. Measuring intelligence without intelligence tests

M. Koch, N. Becker, F. Spinath, S. Greiff

Intelligence, vol. 89, 2021, p. 101596

The future of intelligence. The role of specific abilities

T. Coyle, S. Greiff

Intelligence, vol. 88, 2021, p. 101549

Towards a digital syllable-based reading intervention: An interview study with second- graders

P. Schaper, M. Donnermann, N. Doser, M. Lein, A. Riedmann, S. C. Steinhaeusser, P. Karageorgos, B. Müller, T. Richter, B. Lugrin

Proceedings of the BCS 34th British HCI Conference, 2021, pp. 271–283

Training of Word Recognition with Willy Wordbear: A Syllable-Based Reading Promotion Program for Elementary School.

B. Müller, Panagiotis Karageorgos, Tobias Richter

Praxis der Kinderpsychologie und Kinderpsychiatrie, vol. 70(4), 2021, pp. 356–371

Validly authentic. Some recommendations to researchers using simulations in psychological assessment

M. Stadler, D. Iliescu, S. Greiff

European Journal of Psychological Assessment, vol. 37, 2021, pp. 419-422

Schule digital – der Länderindikator 2021 Erste Ergebnisse und Analysen im Bundesländervergleich

R. Lorenz, S. Yotyodying, B. Eickelmann, M. Endberg

2021 Nov

Actually getting some satisfaction. Need-supply fit of fundamental motives at work

J. Dörendahl, C. Niepel, S. Greiff

Frontiers Psychology, vol. 11, 2020, p. 1740

Advancements in technology-based assessment. Emerging item formats, test designs, and data sources. Special issue

F. Goldhammer, R. Scherer, S. Greiff

Frontiers Psychology, 2020

Are the machines taking over? Benefits of using algorithms in (short) scale construction

J. Dörendahl, S. Greiff

European Journal of Psychological Assessment, vol. 36, 2020, pp. 217-219

A systematic narrative review of international posture. What we know and what we still need to find out

E. Botes, J. Gottschling, M. Stadler, S. Greiff

System, vol. 90, 2020, p. 102232

Bottom up construction of a personality taxonomy

D. M. Condon, D. Wood, R. Mõttus, T. Booth, G. Costantini, S. Greiff, W. Johnson, A. Lukaszewski, A. Murray, W. Revelle, A. G. C. Wright, M. Ziegler, J. Zimmermann

European Journal of Psychological Assessment, vol. 36, 2020, pp. 923-934

Capturing the dynamics of emotion and emotion regulation in daily life with ambulatory assessment. Special issue

P. Koval, E. Kalokerinos, P. Verduyn, S. Greiff

European Journal of Psychological Assessment, 2020

Collaboration in the 21st Century. The theory, assessment, and teaching of collaborative problem solving. Special issue

A. Graesser, S. Greiff, M. Stadler, K. Shubeck

Computers in Human Behavior, 2020

Coronavirus (COVID-19) fatality risk perception of US adult residents in March and April 2020

C. Niepel, D. Kranz, F. Borgonovi, V. Emslander, S. Greiff

British Journal of Health Psychology, vol. 25, 2020, pp. 883-888

Descriptive, predictive, and explanatory personality research. Different goals, different approaches, but a shared need to move beyond the Big Few traits

R. Mõttus, D. Wood, D. M. Condon, M. D. Back, A. Baumert, G. Costantini, S. Epskamp, S. Greiff, W. Johnson, A. Lukaszewski, A. Murray, W. Revelle, A. G. C. Wright, T. Yarkoni, M. Ziegler, J. Zimmermann

European Journal of Personality, vol. 34, 2020, pp. 1175-1201

Editorial to the special issue advancements in technology-based assessment. Emerging item formats, test designs, and data sources

F. Goldhammer, R. Scherer, S Greiff

Frontiers Psychology, vol. 10, 2020, p. 3047

Editorial to the special issue capturing the dynamics of emotion and emotion regulation in daily life with ambulatory assessment. Special issue

P. Koval, E. Kalokerinos, P. Verduyn, S. Greiff

European Journal of Psychological Assessment, vol. 36, 2020, pp. 433-436

Editorial to the special issue. The future of collaborative problem solving in education

A. Graesser, S. Greiff, M. Stadler, K. Shubeck

Computers in Human Behavior, vol. 104, 2020, p. 106134

Exploring behavioral patterns during complex problem solving

B. Eichmann, F. Goldhammer, S. Greiff, J. Naumann, L. Brandhuber

Journal of Computer Assisted Learning, vol. 36, 2020, pp. 933-956

First among equals. Log data indicates ability differences despite equal scores

M. Stadler, S. Hofer, S Greiff

Computers in Human Behavior, vol. 111, 2020, p. 106442

Generating codebooks to ensure the independent use of research data. Some guidelines

K. T. Horstmann, R. Arslan, S. Greiff

European Journal of Psychological Assessment, vol. 36, 2020, pp. 721-729

How do different confinement measures affect people in Luxembourg, France, Germany, Italy, Spain, and Sweden?

C. D’Ambrosio, S. Greiff, R. Yin, C. Vögele

University of Luxembourg, Esch, 2020

How working memory capacity and shifting matter for learning. A replication study using worked examples

S. Bichler, M. Schwaighofer, M. Stadler, M. Bühner, S. Greiff, F. Fischer

Journal of Educational Psychology, vol. 112, 2020, pp. 1320-1337

Introducing new open science practices at EJPA

S. Greiff, L. Van der Westhuizen, M. Mund, J. F. Rauthmann, E. Wetzel

European Journal of Psychological Assessment, vol. 36, 2020, pp. 717-720

Measuring anxiety in older adults. Development, diagnostic accuracy, and preliminary validation of a short form of the German Geriatric Anxiety Scale (GAS-G-SF)

J. Gottschling, J. Dörendahl, T. Prell, J. Karbach, M. Bunz, I. Kindermann, J. Moussaoui, F. M. Spinath, S. Wedegärtner, O. W. Witte, S. Greiff, D. L. Segal

Journal of Personality Assessment, vol. 102, 2020, pp. 196-204

Societal level gender inequalities amplify gender gaps in problem solving more than in academic disciplines

F. Borgonovi, S. Greiff

Intelligence, vol. 79, 2020, p. 101422

Some critical reflections on the special issue. Collaboration in the 21st Century. The theory, assessment, and teaching of collaborative problem solving

M. Stadler, K. Shubeck, S. Greiff, A Graesser

Computers in Human Behavior, vol. 104, 2020, p. 106135

Students’ complex problem solving profiles

M. Gnaldi, S. Bacci, T. Kunze, S. Greiff

Psychometrika, vol. 85, 2020, pp. 461-501

Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2

B. Müller, T. Richter, P. Karageorgos

Learning and Instruction, vol. 66, 2020

Technology-based assessment in 21st century education

S. Greiff

Proceedings of the 18th Annual Conference of GI Educational Technologies Special Interest Group (DELFI), R. Zender, D. Ifenthaler, T. Leonhardt, C. Schumacher, Gesellschaft für Informatik, Bonn, 2020, pp. 21-22

The assessment of collaborative problem solving in PISA 2015. An investigation of the validity of the PISA 2015 CPS tasks

M. Stadler, K. Herborn, M. Mustafic, S. Greiff

Computers & Education, vol. 157, 2020, p. 103964

The assessment of collaborative problem solving in PISA 2015. Can computer agents replace humans?

K. Herborn, M. Stadler, M. Mustafic, S. Greiff

Computers in Human Behavior, vol. 104, 2020, p. 105624

The Foreign Language Classroom Anxiety Scale and academic achievement. An overview of the prevailing literature and a meta-analysis

E. Botes, J. M. Dewaele, S. Greiff

Journal for the Psychology of Language Learning, vol. 2, 2020, pp. 26-56

The moderating effect of prior knowledge on the relationship between intelligence and complex problem solving. Testing the Elshout-Raaheim Hypothesis

J. Weise, S. Greiff, J. Sparfeldt

Intelligence, vol. 83, 2020, p. 101520

The multidimensional forced-choice format as an alternative for rating scales. Current state of research

E. Wetzel, S. Frick, S. Greiff

European Journal of Psychological Assessment, vol. 36, 2020, pp. 511-515

The power to improve. Effect of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning

E. Botes, J. M. Dewaele, S Greiff

European Journal of Applied Linguistics, vol. 8, 2020, pp. 279-306

The role of word-recognition accuracy in the development of word-recognition speed and reading comprehension in primary school: A longitudinal examination

P. Karageorgos, T. Richter, M.-B. Haffmans, J. Schindler, J. Naumann

Cognitive development, vol. 56, 2020

Using process data to explain group differences in complex problem solving

B. Eichmann, F. Goldhammer, S. Greiff, L. Brandhuber, J. Naumann

Journal of Educational Psychology, vol. 122, 2020, pp. 1546-1562

The detrimental role of punitive parenting in psychological well-being of children with learning disabilities: a longitudinal study

S. Yotyodying, E. Wild, M. Schwinger

Educational Psychology, 2020 Dec

Elterliche schulbezogene Erziehung in der Retrospektive: Zusammenhänge zwischen autonomieunterstützender Struktur bei der Hausaufgabenerledigung und Interesse, Persistenz und Wohlbefinden im Studium

S. Dettmers, S. Yotyodying, K. Jonkmann

Psychologie in Erziehung und Unterricht (PEU), vol. 67, 2020 Sep, pp. 279-293

Quality Features of Family–School Partnerships in German Schools: Measurement and Association with Parent–Child Communication about School

S. Yotyodying, S. Dettmers, K. Jonkmann

Children and Youth Services Review, vol. 115, 2020 May, p. 105078

Predicting Strong Family–School Partnerships in German Schools: The Roles of School Principals and Teachers

S. Yotyodying, S. Dettmers, K. Jonkmann

Proceedings of the 2020 AERA Annual Meeting, 2020 Apr

Advancements in technology-based assessment. Emerging item formats, test designs, and data sources

F. Goldhammer, R. Scherer, S. Greiff

Frontiers Media SA, Lausanne, 2019

And yet another New Year’s resolution

S. Greiff

European Journal of Psychological Assessment, vol. 35, 2019, pp. 1-2

A need for cognition scale for children and adolescents. Structural analysis and measurement invariance

U. Keller, A. Strobel, R. Wollschläger, S. Greiff, R. Martin, M. P. Vainikainen, F Preckel

European Journal of Psychological Assessment, vol. 35, 2019, pp. 137-149

Assessing generic and domain-specific academic competencies in higher education. Special issue

O. Zlatkin-Troitschanskaia, H. A. Pant, S. Greiff

Zeitschrift für Pädagogische Psychologie, 2019

Big-Five personality and political orientation. Results from four panel studies with representative German samples

F. Krieger, N. Becker, S. Greiff, F. Spinath

Journal of Research in Personality, vol. 80, 2019, pp. 78-83

Complex problem solving. Profiles and developmental paths revealed via latent transition analysis

M. Mustafic, J. Yu, M. Stadler, M. P. Vainikainen, M. H. Bornstein, D. L. Putnick, S Greiff

Developmental Psychology, vol. 55, 2019, pp. 2090-2101

Computer-based collaborative problem solving in PISA 2015 and the role of personality

M. Stadler, K. Herborn, M. Mustafic, S. Greiff

Journal of Intelligence, vol. 7, 2019, p. 15

Differentiating between static and complex problems: A theoretical framework and its empirical validation

M. Stadler, C. Niepel, S. Greiff

Intelligence, vol. 72, 2019, pp. 1-12

Editorial to the special issue assessing generic and domain-specific academic competencies in higher education

O. Zlatkin-Troitschanskaia, H. A. Pant, S. Greiff

Zeitschrift für Pädagogische Psychologie, vol. 33, 2019, pp. 91-93

Extraversion, working style, reasoning, and complex problem solving. A study on the mechanisms underlying the link between personality and cognitive ability

S. Greiff, M. Stadler, C. Niepel

Psychological Test and Assessment Modeling, vol. 61, 2019, pp. 319-330

Human capital and leadership. The impact of cognitive and noncognitive abilities

T. Tong, H. Li, S. Greiff

Applied Economics, vol. 51, 2019, pp. 5741-5752

Mixed Rasch modeling in assessing reading comprehension (Chapter 1)

P. Baghaei, C. Kemper, M. Reichert, S. Greiff

Quantitative data analysis for language assessment. Volume II: Advanced Methods, V. Aryadoust, M. Raquel, Routledge, New York, NY, 2019, pp. 1-13

Modelling the relationship of accurate and fluent word recognition in primary school

P. Karageorgos, B. Müller, T. Richter

Learning and Individual Differences, vol. 76, 2019

On the importance of educational tests

S. Sireci, S. Greiff

European Journal of Psychological Assessment, vol. 35, 2019, pp. 297-300

Quo vadis CPS? Brief answers to big questions

M. Stadler, S. Greiff

Journal of Dynamic Decision Making, vol. 5, 2019, p. 13

Seeing is believing. Gender diversity in science, technology, engineering, and mathematics predicts students’ mathematics self-concept across 23 countries

C. Niepel, M. Stadler, S. Greiff

Journal of Educational Psychology, vol. 111, 2019, pp. 1119-1130

Taking a closer look. An exploratory analysis of successful and unsuccessful strategy use in complex problem solving

M. Stadler, F. Fischer, S. Greiff

Frontiers Psychology, vol. 10, 2019, p. 777

The English and German versions of the Lesbian, Gay, and Bisexual Identity Scale. Establishing measurement invariance across nationality and gender groups

C. Niepel, S. Greiff, J. J. Mohr, J. A. Fischer, D Kranz

Psychology of Sexual Orientation and Gender Diversity, vol. 6, 2019, pp. 160-174

The impact of technology on psychological testing in practice and policy

D. Iliescu, S. Greiff

European Journal of Psychological Assessment, vol. 35, 2019, pp. 151-155

The incremental contribution of complex problem solving skills to the prediction of job level, job complexity, and salary

J. Mainert, C. Niepel, K. Murphy, S. Greiff

Journal of Business and Psychology, vol. 34, 2019, pp. 825-845

The nature of faking. A homogeneous and predictable construct?

D. Bensch, U. Maaß, S. Greiff, K. Horstmann, M. Ziegler

Psychological Assessment, vol. 31, 2019, pp. 532-544

The role of planning in complex problem solving

B. Eichmann, F. Goldhammer, S. Greiff, L. Pucite, J. Naumann

Computers & Education, vol. 128, 2019, pp. 1-12

Thinking in action. Need for cognition predicts self-control together with action orientation

J. Grass, F. Krieger, P. Paulus, S. Greiff, A. Strobel, A. Strobel

PLOS One, vol. 14, 2019, pp. e0220282

Why are difficult figural matrices hard to solve? The role of selective encoding and working memory capacity

F. Krieger, N. Becker, S. Greiff, H. D. Zimmer, F. Spinath

Intelligence, vol. 72, 2019, pp. 35-48

Effective family–school communication for students with learning disabilities: Associations with parental involvement at home and in school

S. Yotyodying, E. Wild

Learning Culture and Social Interaction, vol. 22, 2019 Sep

Antecedents and Outcomes of Parental Homework Involvement: How Do Family-School Partnerships Affect Parental Homework Involvement and Student Outcomes?

S. Dettmers, S. Yotyodying, K. Jonkmann

Frontiers in Psychology, vol. 10, 2019 May

Teachers' Prosocialness and Their Professional Well-Being: Mediated by Teacher Engagement in Family-School Partnership Activities

S. Yotyodying, S. Dettmers, K. Jonkmann

Proceedings of the 2019 AERA Annual Meeting, 2019 Apr

Advancing the science of collaborative problem solving

A. Graesser, S. Fiore, S. Greiff, J. Andrews-Todd, P. Foltz, F. W. Hesse

Psychological Science in the Public Interest, vol. 19, 2018, pp. 59-92

Assessment of problem solving (Chapter 11)

K. Krkovic, M. Mustafic, S. Wüstenberg, S. Greiff

Assessment and teaching of 21st century skills. Research and applications, E. Care, P. Griffin, M. Wilson, Springer, Dordrecht, 2018, pp. 55-73

Collaborative problem solving education for the 21st century workforce

S. Fiore, A. Graesser, S. Greiff

Nature: Human Behavior, vol. 2, 2018, pp. 367-369

Complex problem solving and its position in the wider realm of the human intellect. Special issue

S. Greiff, R. Scherer

Journal of Intelligence, 2018

Diagnosing Tony Soprano, Norman Bates, Hercule Poirot, and Carol Beer through the DSM-5 AMPD

T. Bastiaens, L. Claes, S. Greiff

European Journal of Psychological Assessment, vol. 34, 2018, pp. 291-294

Editorial to the special issue complex problem solving and its position in the wider realm of the human intellect

S. Greiff, R. Scherer

Journal of Intelligence, vol. 6, 2018, p. 5

EJPA introduces registered reports as new submission format

S. Greiff, M. S. Allen

European Journal of Psychological Assessment, vol. 34, 2018, pp. 217-219

Examining students’ mathematics attitudes across time. A longitudinal test of the theory of planned behavior

C. Niepel, J. Burrus, S. Greiff, A. A. Lipnevich, M. W. Brenneman, R. D. Roberts

Learning and Individual Differences, vol. 63, 2018, pp. 24-33

How employees perceive organizational learning. Construct validation of the 15 item short form of the Strategic Learning Assessment Map (SF-SLAM)

J. Mainert, C. Niepel, T. Lans, S. Greiff

Journal of Knowledge Management, vol. 22, 2018, pp. 57-75

Making use of data for assessments. Harnessing analytics and data science

D. Ifenthaler, S. Greiff, D. C. Gibson

J. Voogt, G. Knezek, R. Christensen, K.-W. Lai, International handbook of IT in primary and secondary education (2nd ed.) , Springer, New York, NY, 2018, pp. 1-16

Still comparing apples with oranges? Some thoughts on the principles and practices of measurement invariance testing

S. Greiff, R. Scherer

European Journal of Psychological Assessment, vol. 34, 2018, pp. 141-144

Students’ exploration strategies in complex problem environments. A latent class approach

S. Greiff, G. Molnar, R. Martin, J. Zimmermann, B. Csapo

Computers & Education, vol. 126, 2018, pp. 248-263

The relation between complex problem solving skills and university achievement

M. Stadler, N. Becker, J. Schult, C. Niepel, F. Spinath, J. Sparfeldt, S. Greiff

Higher Education, vol. 76, 2018, pp. 1-15

The world beyond rating scales. Why we should think more carefully about the response format in questionnaires

E. Wetzel, S. Greiff

European Journal of Psychological Assessment, vol. 34, 2018, pp. 1-5

Understanding the link between need for cognition and complex problem solving

J. Rudolph, S. Greiff, A. Strobel, F. Preckel

Contemporary Educational Psychology, vol. 55, 2018, pp. 53-62

Would you prefer your coefficients with a little bias, or rather with a lot of variance?

M. Fokkema, S. Greiff

European Journal of Psychological Assessment, vol. 34, 2018, pp. 363-366

Indicators for Strong Family-School Partnerships in German Schools: Relations to Parental Involvement at Home

S. Yotyodying, S. Dettmers, K. Jonkmann

2018 Apr

21st century skills for the 21st century work place. Special section

K. Murphy, S. Greiff, C. Niepel

Journal of Business & Psychology, 2017

Adaptive problem solving. Moving towards a new assessment domain in the second cycle of PIAAC. OECD Education Working Papers, No. 156

S. Greiff, K. Scheiter, R. Scherer, F. Borgonovi, A. Britt, A. Graesser, M. Kitajima, J. F. Rouet

OECD, Paris, 2017

A primer on relative weights analysis. Illustrations of its utility for management researchers

M. Stadler, H. Cooper-Thomas, S. Greiff

Psychological Test and Assessment Modeling, vol. 59, 2017, pp. 381-403

Assessment of collaborative problem solving

A. Graesser, Z. Cai, X. Hu, P. Foltz, S. Greiff, B.-C. Kuo, C. H. Liao, D. W. Shaffer

Design recommendations for intelligent tutoring systems (Volume 5) , R. Sottilare, A. Graesser, X. Hu, G. Goodwin, Army Research Laboratory, Orlando, FL, 2017, pp. 275-285

Assimilation and contrast effects in the formation of problem-solving self-concept

M. Mustafic, C. Niepel, S. Greiff

Learning and Individual Differences, vol. 54, 2017, pp. 82-91

A test is much more than just the test. Some thoughts on adaptations and equivalence

S. Greiff, D. Iliescu

European Journal of Psychological Assessment, vol. 33, 2017, pp. 145-148

Collaborative problem solving. Considerations for the National Assessment of Educational Progress

S. M. Fiore, A. Graesser, S. Greiff, P. Griffin, B. Gong, P. Kyllonen, C. Massey, H. O’Neil, Pellegrino, Rothman J., H. R. Soule, A. A. von Davier

National Center for Education Statistics, Alexandria, VA, 2017

Collaborative problem solving in the Programme for International Student Assessment (PISA)

Q. He, M. von Davier, S. Greiff, Steinhauer, E. W., P. B. Borysewicz

Innovative Assessment of Collaboration, A. A. von Davier, P. C. Kyllonen, M. Zhu, Springer, Dordrecht, Netherlands, 2017, pp. 95-112

Complex problems in entrepreneurship education. Examining complex problem solving in the application of opportunity identification

Y. Baggen, J. Mainert, A. Kretzschmar, T. Lans, H. Biemans, C. Niepel, S Greiff

Education Research International, Article ID 1768690, 2017

Complex problem solving in a changing world. Bridging domain-specific and transversal competence demands in vocational education

J. C. Neubert, T. Lans, M. Mustafic, S. Greiff, P. Ederer

Competence-based vocational and professional education. The Springer series Education for the changing world of work , M. Mulder, J. Winterton, Springer, Heidelberg, 2017, pp. 953-969

Critical discussion of the special issue current innovations in computer-based assessment

S. Greiff, R. Scherer, P. Kirschner

Computers in Human Behavior, vol. 76, 2017, pp. 715-718

Current innovations in computer-based assessment. Special issue

R. Scherer, S. Greiff, P. Kirschner

Computers in Human Behavior, 2017

Current methodological issues in educational large-scale assessments. Part 2. Special Issue

M. Stadler, S. Greiff, S. Krolak-Schwerdt

Psychological Test and Assessment Modeling, 2017

Dynamic problem solving. Multiple-item testing based on minimal complex systems

J. Funke, S Greiff

Competence assessment in education. Research, models, and instruments, D. Leutner, J. Fleischer, J. Grünkorn, E. Klieme, Springer, Heidelberg, 2017, pp. 427-443

Editorial to the special issue current innovations in computer-based assessment

R. Scherer, S. Greiff, P. Kirschner

Computers in Human Behavior, vol. 76, 2017, pp. 604-606

Editorial to the special issue current methodological issues in educational large-scale assessments. Part 2

M. Stadler, S. Greiff, S. Krolak-Schwerdt

Psychological Test and Assessment Modeling, vol. 59, 2017, pp. 31-33

Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders

B. Müller, T. Richter, P. Karageorgos, S. A. Krawietz, M. Ennemoser

Frontiers in Psychology, vol. 8, 2017

Empirical study of computer-based assessment of domain-general complex problem-solving skills (Chapter 8)

G. Molnar, S. Greiff, S. Wüstenberg, A. Fischer

The nature of problem solving, B. Csapo, J. Funke, OECD, Paris, 2017, pp. 125-140

Entwicklung und Validierung eines Messinstrumentes zur Erfassung von systemischem Denken bei Lehramtsstudierenden in ökologischen Kontexten [Development and validation of an instrument for measuring systems thinking in student teachers in ecological contexts]

D. Fanta, J. Bräutigam, W. Rieß, S. Greiff

Zeitschrift für Didaktik der Naturwissenschaften, vol. 23, 2017, pp. 241-259

Home alone. Complex problem solving performance benefits from individual online assessment

J. Schult, M. Stadler, N. Becker, S. Greiff, J. Sparfeldt

Computers in Human Behavior, vol. 68, 2017, pp. 513-519

How to make sure your paper is desk rejected. A practical guide to rejection in EJPA

S. Greiff, M. Ziegler

European Journal of Psychological Assessment, vol. 33, 2017, pp. 75-78

Intelligence in action. Effective strategic behaviors while solving complex problems

C. Lotz, R. Scherer, S. Greiff, J. Sparfeldt

Intelligence, vol. 64, 2017, pp. 98-112

Interactive problem solving. Exploring the potential of minimal complex systems (Chapter 6)

S. Greiff, J. Funke

The nature of problem solving, B. Csapo, J. Funke, OECD, Paris, 2017, pp. 93-106

Mapping an experiment-based collaborative behavior assessment onto collaborative problem solving in PISA 2015. A cluster analysis approach for collaborator profiles

M. K. Herborn, M. Mustafic, S. Greiff

Journal of Educational Measurement, vol. 54, 2017, pp. 103-122

Metacognitive confidence judgments and their link to complex problem solving

J. Rudolph, C. Niepel, S. Greiff, F. Goldhammer, S. Kröner

Intelligence, vol. 67, 2017, pp. 1-8

Methods for assessing inquiry. Machine-learned and theoretical

M. M. LaMar, R. Baker, S. Greiff

Design recommendations for intelligent tutoring systems (Volume 5) , R. Sottilare, A. Graesser, X. Hu, G. Goodwin, Army Research Laboratory, Orlando, FL, 2017, pp. 137-153

Profiles of students on account of complex problem solving strategies exploited via log–data

M. Gnaldi, S. Bacci, S. Greiff, T. Kunze

Data Science. New challenges, new generations. Proceedings of the Conference of the Italian Statistical Society , A. Petruccie, R. Verde, FUP, Firenze, 2017, pp. 505-512

Sometimes more is too much. A rejoinder to the commentaries on Greiff et al. (2015)

S. Greiff, M. Stadler, P. Sonnleitner, C. Wolff, R. Martin

Journal of Intelligence, vol. 5, 2017, p. 6

The field of psychological assessment. Where it stands and where it’s going. A personal analysis of foci, gaps, and implications for EJPA

S. Greiff

European Journal of Psychological Assessment, vol. 33, 2017, pp. 1-4

The Heidelberg inventory of geographic system competency model

K. Viehrig, A. Siegmund, J. Funke, S. Wüstenberg, S. Greiff

Competence assessment in education. Research, models, and instruments , D. Leutner, J. Fleischer, J. Grünkorn, E. Klieme, Springer, Heidelberg, 2017, pp. 31-53

The history of complex problems (Chapter 7)

A. Fischer, S. Greiff

The nature of problem solving, B. Csapo, J. Funke, OECD, Paris, 2017, pp. 107-122

The LUXXprofile. Manual

C. Kemper, J. Dörendahl, S. Greiff

University of Luxembourg, Esch sur Alzette, 2017

Using process data for assessment in Intelligent Tutoring Systems. A psychometrician’s, cognitive psychologist's, and computer scientist’s perspective.

S. Greiff, D. Gasevic, A. A. von Davier

Design recommendations for intelligent tutoring systems (Volume 5), R. Sottilare, A. Graesser, X. Hu, G. Goodwin, Army Research Laboratory, Orlando, FL, 2017, pp. 171-179

Validity issues and concerns for technology-based performance assessment

I. Katz, M. M. LaMar, R. Spain, D. Zapata, J.-A. Baird, S. Greiff

Design recommendations for intelligent tutoring systems (Volume 5), R. Sottilare, A. Graesser, X. Hu, G. Goodwin, Army Research Laboratory, Orlando, FL, 2017, pp. 209-224

Why “PCA + CFA” on the same sample equals trouble

M. Fokkema, S. Greiff

European Journal of Psychological Assessment, vol. 33, 2017, pp. 399-402

Why psychological assessment needs to start worrying about model fit

S. Greiff, M. Heene

European Journal of Psychological Assessment, vol. 33, 2017, pp. 313-317

A look back and a glimpse forward. A personal exchange between the current and the incoming editor-in-chief of EJPA

M. Ziegler, S. Greiff

European Journal of Psychological Assessment, vol. 32, 2016, pp. 251-254

Assessing collaborative behavior in students. An experiment-based approach

K. Krkovic, S. Wüstenberg, S. Greiff

European Journal of Psychological Assessment, vol. 32, 2016, pp. 52-60

Assessment of complex problem solving. What we know and what we don’t know

C. N. Herde, S. Wüstenberg, S. Greiff

Applied Measurement in Education, vol. 29, 2016, pp. 265-277

Complex problem solving in educational contexts. Still something beyond a “good g”?

C. Lotz, J. R. Sparfelt, S. Greiff

Intelligence, vol. 59, 2016, pp. 127-138

Complex problem solving skills and innovativeness. Evidence from occupational testing and regional data

P. Ederer, A. Patt, S. Greiff

European Journal of Education, vol. 51, 2016, pp. 244-256

Construct validity of complex problem solving. A comprehensive view on different facets of intelligence and school grades

A. Kretzschmar, J. C. Neubert, S. Wüstenberg, S. Greiff

Intelligence, vol. 54, 2016, pp. 55-69

Contemporary assessment challenges. The measurement of 21st century skills. Special issue

S. Greiff, P. Kyllonen

Applied Measurement in Education, 2016

Current methodological issues in educational large-scale assessments. Part 1. Special Issue

M. Stadler, S. Greiff, S. Krolak-Schwerdt

Psychological Test and Assessment Modeling, 2016

Die Rolle transversaler Kompetenzen für schulisches Lernen. Das Beispiel des komplexen Problemlösens [The role of transversal competencies for learning in school. The example of complex problem solving]

C. Niepel, J. Rudolph, F. Goldhammer, S. Greiff

Forschungsvorhaben in Ankopplung an Large-Scale Assessments [Research projects related to large-scale assessments] , BMBF, 2016, pp. 48-62

Dispositions for collaborative problem solving

K Scalise, M. Mustafic, S. Greiff

Assessing context of learning. An international perspective (Methodology of educational measurement and assessment series), S. Kuger, E. Klieme, N. Jude, D. Kaplan, Springer, Dordrecht, 2016, pp. 283-299

Easily too difficult. Estimating item difficulty of microworlds

M. Stadler, C. Niepel, S. Greiff

Computers in Human Behavior, vol. 65, 2016, pp. 100-106

Editorial to the special issue Contemporary assessment challenges. The measurement of 21st century skills

S. Greiff, P. Kyllonen

Applied Measurement in Education, vol. 29, 2016, pp. 243-244

Editorial to the special issue current methodological issues in educational large-scale assessments. Part 1

M. Stadler, S. Greiff, S. Krolak-Schwerdt

Psychological Test and Assessment Modeling, vol. 58, 2016, pp. 583-585

Extension procedures for confirmatory factor analysis

G. Nagy, M. Brunner, O. Lüdtke, S. Greiff

The Journal of Experimental Education, vol. 85, 2016, pp. 574-596

Individual differences in complex problem solving skills. How they evolve and what they imply

S. Wüstenberg, S. Greiff, M. P. Vainikainen, K. Murphy

Journal of Educational Psychology, vol. 108, 2016, pp. 1028-1044

Measuring problem solving skills via stealth assessment in an engaging video game

V. Shute, L. Wang, S. Greiff, W. Zhao, G. Moore

Computers in Human Behavior, vol. 63, 2016, pp. 106-117

Prediction of complex problem solving and school grades by working memory and ability self-concept

A. Meißner, S. Greiff, G. Frischkorn, R. Steinmayr

Learning and Individual Differences, vol. 49, 2016, pp. 323-331

Teacher evaluation of student ability. What roles do teacher gender, student gender, and their interaction play?

K. Krkovic, S. Greiff, S. Kupiainen, M. P. Vainikainen, J Hautamäki

Gender and educational achievement (Reprint of Krkovic et al., 2014, in Educational Research), A. Hadjar, S. Krolak-Schwerdt, K. Priem, S. Glock, Routledge, New York, 2016, pp. 128-142

The choice between what you want now and what you want most. Self-control explains academic achievement beyond cognitive ability

M. Stadler, M. Aust, N. Becker, C. Niepel, S. Greiff

Personality and Individual Differences, vol. 94, 2016, pp. 168-172

The complex route to success. Complex problem solving skills predict university success

M. Stadler, N. Becker, S. Greiff, F. M. Spinath

Higher Education Research & Development, vol. 35, 2016, pp. 365-379

The prediction of problem solving assessed via microworlds. The relative importance of fluid reasoning and working memory

S. Greiff, K. Krkovic, J. Hautamäki

European Journal of Psychological Assessment, vol. 32, 2016, pp. 298-306

Understanding students' performance in a computer-based assessment of complex problem solving. An analysis of behavioral data from computer-generated log files

S. Greiff, C. Niepel, R. Scherer, R. Martin

Computers in Human Behavior, vol. 61, 2016, pp. 36-46

Predictors of the quantity and different qualities of home-based parental involvement: Evidence from parents of children with learning disabilities

S. Yotyodying, E. Wild

Learning and Individual Differences, vol. 49, 2016 Jul, pp. 74-84

21st century skills. Recent advancements and international developments. Special Issue

S. Greiff, C. Niepel, S. Wüstenberg

Thinking Skills & Creativity, 2015

A first approach toward log file analyses in educational large-scale assessments: A new window to students’ minds?

S. Greiff, S. Wüstenberg, K. Hardt

Internal report to the OECD, OECD Publishing, Paris, 2015

A longitudinal study of higher-order thinking skills. Working memory and fluid reasoning in childhood enhance complex problem solving in adolescence

S. Greiff, S. Wüstenberg, T. Götz, M. P. Vainikainen, J. Hautamäki, M. H. Bornstein

Frontiers Developmental Psychology, vol. 6, 2015, p. 1060

Assessing analytic and interactive aspects of problem solving competency

A. Fischer, S. Greiff, S. Wüstenberg, J. Fleischer, F. Buchwald, J. Funke

Learning and Individual Differences, vol. 39, 2015, pp. 172-179

Assessing complex problem solving skills with multiple complex systems

S. Greiff, A. Fischer, M. Stadler, S. Wüstenberg

Thinking & Reasoning, vol. 21, 2015, pp. 356-382

Assessment of problem solving and higher order thinking

S. Greiff, R. Martin

The SAGE Encyclopedia of Educational Technology , J. M. Spector, SAGE, Thousand Oaks, 2015, pp. 51-54

Complex problem solving and intelligence. A meta-analysis

M. Stadler, N. Becker, M. Gödker, D. Leutner, S. Greiff

Intelligence, vol. 53, 2015, pp. 92-101

COMPRO. Komplexer Problemlösetest [COMPRO. Complex problem solving test]

S. Greiff, S. Wüstenberg

Schuhfried, Mödling, 2015

Computer-generated log-file analyses as a window into students' minds? A showcase study based on the PISA 2012 assessment of problem solving

S. Greiff, S. Wüstenberg, F. Avvisati

Computers & Education, vol. 91, 2015, pp. 92-105

Die Erfassung naturwissenschaftlicher Kompetenzen bei Luxemburger Schülerinnen und Schülern [Assessment of science inquiry skills in Luxembourgish students]

J. Rudolph, C. Niepel, R. Martin, S. Greiff

Der Luxemburger Bildungsbericht [The Luxembourgish report on education], T. Lens, University of Luxembourg and Ministy of Education, Luxembourg, 2015, pp. 84-90

Editorial to the special issue 21st century skills. Recent advancements and international developments

S. Greiff, C. Niepel, S. Wüstenberg

Thinking Skills & Creativity, vol. 18, 2015, pp. 1-3

Editorial to the special issue Problem solving—facilitating the utilization of a concept towards lifelong education

S. Greiff, J. C. Neubert, C. Niepel, P. Ederer

International Journal of Lifelong Education, vol. 34, 2015, pp. 373-375

Exploring the relation between time on task and ability in complex problem solving

R. Scherer, S. Greiff, J. Hautamäki

Intelligence, vol. 48, 2015, pp. 37-50

Extending the assessment of complex problem solving to finite state automata. Embracing heterogeneity

J. C. Neubert, A. Kretzschmar, S. Wüstenberg, S. Greiff

European Journal of Psychological Assessment, vol. 31, 2015, pp. 181-194

Kurzskala zur Messung konstruktivistischer Prozessmerkmale im Biologieunterricht [Short scale for measuring constructivist process criteria of biology lessons]

M. Basten, S. Greiff, S. Marsch, A. Meyer, D. Urhahne, M Wilde

Erkenntnisweg Biologiedidaktik, vol. 14, 2015, pp. 43-57

Linkages of complex problem solving and general mental ability to career advancement. Does a transversal skill reveal incremental predictive validity?

J. Mainert, A. Kretzschmar, J. C. Neubert, S. Greiff

International Journal of Lifelong Education, vol. 34, 2015, pp. 393-411

Linking complex problem solving to opportunity identification competence within the context of entrepreneuership

Y. Baggen, J. Mainert, T. Lans, H. Biemans, S. Greiff, M. Mulder

International Journal of Lifelong Education, vol. 34, 2015, pp. 412-429

More is not always better. The relation between item response and item response time in Raven’s matrices

F. Goldhammer, J. Naumann, S. Greiff

Journal of Intelligence, vol. 3, 2015, pp. 21-40

Multiprofessional collaboration in Finnish schools

M. P. Vainikainen, H. Thuneberg, S. Greiff, J. Hautamäki

International Journal of Educational Research, vol. 72, 2015, pp. 137-148

Noch mehr als Intelligenz? Komplexes Problemlösen im alltäglichen Leben [More than intelligence? Complex problem solving in everyday life]

N. Becker, M. Stadler, S. Greiff

InMind, vol. 6, 2015

Problem solving. Facilitating the utilization of a concept towards lifelong education. Special Issue

S. Greiff, J. C. Neubert, C. Niepel, P. Ederer

International Journal of Lifelong Education, 2015

Sometimes less is more. Comparing the validity of complex problem solving measures

S. Greiff, M. Stadler, P. Sonnleitner, C. Wolff, R. Martin

Intelligence, vol. 50, 2015, pp. 100-113

The assessment of 21st century skills in industrial and organizational psychology. Complex and collaborative problem solving

J. C. Neubert, J. Mainert, A. Kretzschmar, S. Greiff

Industrial and Organizational Psychology. Perspectives on Science and Practice, vol. 8, 2015, pp. 1-31

The dark side of creativity revisited. A longitudinal examination of creativity and ethical thinking in middle-school students

C. Niepel, M. Mustafic, S. Greiff, R. D. Roberts

Thinking Skills & Creativity, vol. 18, 2015, pp. 43-52

Wie können motivationale und affektive Merkmale bei Kindern mit sonderpädagogischem Förderbedarf valide erfasst werden?

M. Schwinger, E. Wild, B. Lütje, C. Grunschel, D. Stranghöner, S. Yotyodying, R. Baumanns, J. Gorges, B. Serke, C. Pazen, P. Neumann, S. Stelling

Kuhl P., Stanat P., Lütje-Klose B., Gresch C., Pant H., M. Prenzel, 2015 Jun, pp. 273-300

Schülerinnen und Schüler mit dem Förderschwerpunkt Lernen in inklusiven und exklusiven Förderarrangements: Erste Befunde des BiLief-Projektes zu Leistung, sozialer Integration, Motivation und Wohlbefinden

E. Wild, M. Schwinger, B. Lütje, S. Yotyodying, J. Gorges, D. Stranghöner, P. Neumann, B. Serke, S. Kurnitzki

Unterrichtswissenschaft, vol. 43, 2015 Jan, pp. 1-15

Assessment of collaborative problem solving using linear equations on a tangible tabletop

V. Maquil, E. Tobias, S. Greiff, E. Ras

Computer assisted assessment. Research into e-assessment , M. Kalz, E. Ras, Springer, Heidelberg, 2014, pp. 59-66

Assessment with microworlds: factor structure, invariance, and latent mean comparison of the MicroDYN test

S. Greiff, S. Wüstenberg

European Journal of Psychological Assessment, vol. 30, 2014, pp. 1-11

Book review on The Rise of Data in Education

S. Greiff

Psychology Learning and Teaching, vol. 13, 2014, pp. 290-292

Challenges for education in a connected world. Inaugural to the special issue Digital learning, data rich environments, and computer-based assessment

D. Ifenthaler, A. B. Adcock, B. E. Erlandson, M. Gosper, S. Greiff, P. Pirnay-Dummer

Technology, Knowledge, and Learning, vol. 19, 2014, pp. 121-126

Computer-assisted testing

S. Greiff, R. Martin

Oxford Bibliographies in Education, L. Mayer, Oxford University Press, Oxford, UK, 2014

Computer-based assessment of complex problem solving and how it is influenced by students’ information and communication technology literacy

S. Greiff, A. Kretzschmar, J. C. Neubert, B. Spinath, R. Martin

Journal of Educational Psychology, vol. 106, 2014, pp. 666-680

Computer-based assessment of cross-curricular skills and processes. Special section

S. Greiff, R. Martin, B. Spinath

Journal of Educational Psychology, 2014

Cross-national gender differences in complex problem solving and their determinants

S. Wüstenberg, S. Greiff, G. Molnar, J. Funke

Learning and Individual Differences, vol. 29, 2014, pp. 18-29

Digital learning, data rich environments, and computer-based assessment. Special issue

D. Ifenthaler, A. B. Adcock, B. E. Erlandson, M. Gosper, S. Greiff, P. Pirnay-Dummer

Technology, Knowledge, and Learning, 2014

Discovering students’ complex problem solving strategies in educational assessment

K. Toth, S. Greiff, S. Wüstenberg, H. Rölke

Proceedings of the 7th International Conference on Educational Data Mining, International Educational Data Mining Society, London, United Kingdom, 2014, pp. 225-228

Domain-general problem solving skills and education in the 21st century

S. Greiff, S. Wüstenberg, B. Csapo, A. Demetriou, J. Hautamäki, A. C. Graesser, R. Martin

Educational Research Review, vol. 13, 2014, pp. 74-83

Dynamisches Problemlösen stärkt Innovationskompetenz [Dynamic problem solving strengthens innovation]

P. Ederer, A. J. Warnke, S. Greiff, P. Schuller

Modernes Personalmanagement [Modern human resource management] , B. Rosenberger, Gabler, Wiesbaden, 2014, pp. 27-41

Editorial to the special section Computer-based assessment of cross-curricular skills and processes

S. Greiff, R. Martin, B Spinath

Journal of Educational Psychology, vol. 106, 2014, pp. 605-607

Editorial zum Themenheft Problemlösen in der Pädagogischen Psychologie [Editorial to the special issue Problem solving in educational psychology]

S. Greiff, A. Kretzschmar, D. Leutner

Zeitschrift für Pädagogische Psychologie, vol. 28, 2014, pp. 161-166

Kompetenzmessung im Bildungsbereich [Assessment of competencies in the area of education]

R. Martin, S. Greiff, A. Fischbach, S. Ugen

Psychologie in Luxemburg. Ein Handbuch [Psychology in Luxembourg. A handbook], G. Steffgen, G. Michaux, D. Ferring, Societe Luxembourgeoise de Psychologie, Luxembourg, 2014, pp. 241-247

Komplexes Problemlösen, schulfachliche Kompetenzen und ihre Relation zu Schulnoten [Complex Problem Solving, domain-specific competencies, and their relation to school grades]

A. Kretzschmar, J. C. Neubert, S. Greiff

Zeitschrift für Pädagogische Psychologie, vol. 28, 2014, pp. 205-216

Moving towards the assessment of collaborative problem solving skills with a tangible user interface

E. Ras, K. Krkovic, S. Greiff, E. Tobias, V. Maquil

The Turkish Online Journal of Educational Technology, vol. 13, 2014, pp. 95-104

New technologies in psychological assessment. The example of computer-based collaborative problem solving assessment

K. Krkovic, A. Pasztor-Kovacs, G. Molnar, S. Greiff

International Journal of e-Assessment, vol. 1, 2014, pp. 1-13

On the relation of complex problem solving, personality, fluid intelligence, and academic achievement

S. Greiff, J. C. Neubert

Learning and Individual Differences, vol. 36, 2014, pp. 37-48

Problemlösen in der Pädagogischen Psychologie. Themenheft [Problem solving in educational psychology. Special issue]

S. Greiff, A. Kretzschmar, D. Leutner

Zeitschrift für Pädagogische Psychologie, 2014

Teacher evaluation of student ability. What roles do teacher gender, student gender, and their interaction play?

K. Krkovic, S. Greiff, S. Kupiainen, M. P. Vainikainen, J. Hautamäki

Educational Research, vol. 56, 2014, pp. 243-256

The development of complex problem solving: a latent growth curve analysis

G. Frischkorn, S. Greiff, S. Wüstenberg

Journal of Educational Psychology, vol. 106, 2014, pp. 1004-1020

The role of strategy knowledge for the application of strategies in complex problem solving tasks

S. Wüstenberg, M. Stadler, J. Hautamäki, S. Greiff

Technology, Knowledge, and Learning, vol. 19, 2014, pp. 127-146

The systematic variation of task characteristics facilitates the understanding of task difficulty. A cognitive diagnostic modeling approach to complex problem solving

S. Greiff, K. Krkovic, G. Nagy

Psychological Test and Assessment Modeling, vol. 56, 2014, pp. 83-103

What you see is what you (don’t) get. A comment on Funke’s (2014) opinion paper

S. Greiff, R. Martin

Frontiers Psychology, vol. 5, 2014, p. 1120

Antecedents of different qualities of home-based parental involvement: Findings from a cross-cultural study in Germany and Thailand

S. Yotyodying, E. Wild

Learning, Culture and Social Interaction, vol. 3, 2014 Jun

Bausteine inklusiver Unterrichtsgestaltung – ausgewählte Ergebnisse einer Befragung von Grund- und Förderschullehrkräften.

P. Neumann, B. Serke, B. Lütje, J. Gorges, S. Yotyodying

2014 Feb

A multitrait-multimethod study of assessment instruments for complex problem solving

S. Greiff, A. Fischer, S. Wüstenberg, P. Sonnleitner, M. Brunner, R. Martin

Intelligence, vol. 41, 2013, pp. 579-596

Complex problem solving in educational settings. Something beyond g: Concept, assessment, measurement invariance, and construct validity

S. Greiff, S. Wüstenberg, G. Molnar, A. Fischer, J. Funke, B. Csapo

Journal of Educational Psychology, vol. 105, 2013, pp. 364-379

Computer-based assessment of complex problem solving. Concept, implementation, and application

S. Greiff, S. Wüstenberg, D. V. Holt, F. Goldhammer, J Funke

Educational Technology and Research Development, vol. 61, 2013, pp. 407-421

Der Nutzen einer Komplexen Problemlösekompetenz: Theoretische Überlegungen und empirische Befunde [Usefulness of complex problem solving competency: Theoretical considerations and empirical results]

S. Greiff, A. Fischer

Zeitschrift für Pädagogische Psychologie, vol. 27, 2013, pp. 1-13

Exploring exploration: inquiries into exploration behavior in Complex Problem Solving assessment

J. C. Neubert, A. Kretzschmar, S. Greiff

Proceedings of the 6th International Conference on Educational Data Mining, International Educational Data Mining Society, Memphis, USA, 2013, pp. 336-337

Inductive reasoning, domain specific and complex problem solving: relations and development

G. Molnar, S. Greiff, B. Csapo

Thinking Skills & Creativity, vol. 9, 2013, pp. 35-45

Measuring complex problem solving. An educational application of psychological theories

S. Greiff, A Fischer

Journal for Educational Research Online, vol. 5, 2013, pp. 34-53

Perspectives on problem solving in cognitive research and educational assessment: analytical, interactive, and collaborative problem solving

S. Greiff, D. V. Holt, J. Funke

Journal of Problem Solving, vol. 5, 2013, pp. 71-91

Validity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity

F. Schweizer, S. Wüstenberg, S. Greiff

Learning and Individual Differences, vol. 24, 2013, pp. 42-52

Gestaltung inklusiver Lernarrangements - erste Ergebnisse einer Befragung von Grund- und Förderschullehrkräften im Kontext der Längsschnittstudie BiLieF

P. Neumann, B. Serke, J. Gorges, B. Lütje, E. Wild, M. Schwinger, S. Yotyodying

2013 Sep

Analytische und dynamische Problemlösekompketenz im Lichte internationaler Schulleistungsvergleichsstudien. Untersuchungen zur Dimensionalität [Analytical and dynamic problem solving competence from an international educational studies perspective. On dimensionality]

D. Leutner, J. Fleischer, J. Wirth, S. Greiff, J. Funke

Psychologische Rundschau, vol. 63, 2012, pp. 34-42

Assessment and theory in complex problem solving. A continuing contradiction?

S. Greiff

Journal of Educational and Developmental Psychology, vol. 2, 2012, pp. 49-56

Complex problem solving. More than reasoning?

S. Wüstenberg, S. Greiff, J. Funke

Intelligence, vol. 40, 2012, pp. 1-14

Dynamic problem solving. A new measurement perspective

S. Greiff, S. Wüstenberg, J. Funke

Applied Psychological Measurement, vol. 36, 2012, pp. 189-213

Dynamische Problemlösekompetenz. Ein bedeutsamer Prädiktor von Problemlöseleistungen in technischen Anforderungskontexten? [Dynamic problem solving. An important predictor of problem-solving performance in technical domains]

S. Abele, S. Greiff, T. Gschwendtner, S. Wüstenberg, R. Nickolaus, A. Nitschke, J. Funke

Zeitschrift für Erziehungswissenschaft, vol. 15, 2012, pp. 363-391

Fachspezifische Problemlösefähigkeit in gewerblich-technischen Ausbildungsberufen. Modellierung, erreichte Niveaus und relevante Einflussfaktoren [Domain-specific problem solving ability in technical apprenticed professions. Modeling, achieved level, and important determinants]

R. Nickolaus, S. Abele, T. Gschwendtner, A. Nitzschke, S. Greiff

Zeitschrift für Berufs- und Wirtschaftspädagogik, vol. 108, 2012, pp. 243-277

From interactive to collaborative problem solving: Current issues in the Programme for International Student Assessment

S. Greiff

Review of Psychology, vol. 19, 2012, pp. 111-121

Individualdiagnostik der komplexen Problemlösefähigkeit [Assessment of complex problem solving ability]

S. Greiff

Waxmann, Münster, 2012

Item Response Theorie. Eine Einführung [Item Response Theory. An introduction]

S. Wüstenberg, S. Greiff

Forschen für den Unterricht. Junge Experten zeigen wie’s geht. [Research for the class room. Young experts show how it works], M. Wilde, M. Basten, S. Fries, B. Gröben, C. Kleindienst-Cachay, I. Meyer-Ahrens, Schneider Verlag, Hohengehren, 2012, pp. 164-180

Systemisches und räumliches Denken in der geographischen Bildung. Erste Ergebnisse zur Überprüfung eines Modells der Geographischen Systemkompetenz [Systemic and spatial thinking in geographical education. First results in validating a model of Geographic System Competency]

K. Viehrig, A. Siegmund, Wüstenberg, S. Greiff, J. Funke

A. Hüttermann, K. Drieling, P. Kirchner, S. Schuler, Westermann, Braunschweig, 2012, pp. 95-102

The Genetics Lab. Acceptance and psychometric characteristics of a computer-based microworld to assess complex problem solving

P. Sonnleitner, M. Brunner, S. Greiff, J. Funke, U. Keller, R. Martin, C. Hazotte, H. Mayer, T. Latour

Psychological Test and Assessment Modeling, vol. 54, 2012, pp. 54-72

The process of solving complex problems

A. Fischer, S. Greiff, J. Funke

Journal of Problem Solving, vol. 4, 2012, pp. 19-42

Studying at Home: With Whom and in Which Way? Homework Practices and Conflicts in the Family

E. Wild, S. Yotyodying

The Politicization of Parenthood: Shifting private and public responsibilities in education and child rearing, vol. 5, Springer Netherlands, Dordrecht, 2012 Feb, pp. 165-180

Geographische Kompetenzen fördern. Erfassung der Geographischen Systemkompetenz als Grundlage zur Bewertung der Kompetenzentwicklung [Fostering geographical competency. Measuring geographical system competency as starting point to evaluate competence development]

K. Viehrig, S. Greiff, A. Siegmund, J. Funke

Geographische Bildung: Kompetenzen in didaktischer Forschung und Schulpraxis [Geographical education: Competencies in research on didactics and school practice] , C. Meyer, R. Henry, G. Stöber, Westermann, Braunschweig, 2011, pp. 49-57

MicroFIN: The concept of finite automatons and its application within the assessment of problem solving competencies

S. Greiff, S. Wüstenberg, K. Exner, F. Hofmann, B. Zweck, A. Mehlau, J. Funke

Department of Psychology, Heidelberg, 2010

Systematische Erforschung komplexer Problemlösefähigkeit anhand minimal komplexer Systeme [Systematic research on complex problem solving by means of minimal complex systems]

S. Greiff, J. Funke

Zeitschrift für Pädagogik, vol. 56, 2010, pp. 216-227

Measuring complex problem solving. The MicroDYN approach

S. Greiff, J. Funke

The Transition to Computer-Based Assessment. Lessons learned from large-scale surveys and implications for testing, F. Scheuermann, J. Björnsson, Office for Official Publications of the European Communities, Luxembourg, 2009, pp. 157-163

Indikatoren der Problemlöseleistung: Sinn und Unsinn verschiedener Berechnungsvorschriften. Bericht aus dem MicroDYN Projekt [Indicators for problem solving performance: Sense and nonsense of different computational rules. Report from MicroDYN project].

S. Greiff, J. Funke

Department of Psychology, Heidelberg, 2008

Prädiktoren des Studienerfolgs [Predictors of study success]

S. Greiff

WiKU-Verlag, Duisburg, 2006

Post-Department Publications (since 2024)

..in 2024

Pre-Department Publications

Follow this website