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

Complexity is one of the major demands of adolescents' future life as adults. To investigate adolescents' competence development in applying problem-solving strategies in complex environments, we conducted a 2-wave longitudinal study in a sample of Finnish adolescents (11-17 years old; N = 1,959 at Time 1 and N = 1,690 at Time 2, 3 years later). In this study, we aimed to: (a) determine the optimal number of strategy use profiles while solving complex problems, (b) determine the number of meaningful developmental paths for each profile, and (c) test the impact of reasoning abilities and learning-related motivational beliefs on the probability that an adolescent with a given strategy use profile will take a given developmental path. Using latent transition analysis, we found 4 meaningful strategy use profiles: Proficient Explorers, Rapid Learners, Emerging Explorers, and Low-Performing Explorers. Forty-three percent of the participants were classified as having the same strategy use profile in Time 1 and Time 2. The strategy use of 34% was assessed as having improved between Time 1 and Time 2, while that of 21% was assessed as having declined between Time 1 and Time 2. Verbal reasoning ability and learning-related motivational beliefs predicted whether the developmental path of Emerging Explorers' was more likely to remain stable, improve, or decline over time. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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

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.

Short- and long-term relationship orientation and 2D:4D finger-length ratio.

Recent studies have shown that preferences for close relationships (Long-Term Relationship Orientation) are independent of preferences for various sexual partners (Short-Term Relationship Orientation). In the current studies, we hypothesized that Short-Term Relationship Orientation would be negatively related to 2D:4D finger-length ratio (i.e., the more masculine, the higher Short-Term Relationship Orientation). Study 1 found a negative relationship between Short-Term Relationship Orientation and right, but not left, hand 2D:4D among 91 male participants. Study 2 found a negative relationship between Short-Term Relationship Orientation and left, but not right, hand 2D:4D among 65 male participants, even after controlling for age, relationship status, social desirability, and sex drive. Female participants (n = 142) did not show this relationship in Study 2. This sex difference was discussed in terms of flexible female sexual strategies, which are supposed to be contingent on the local environment or menstrual cycle variations.