The recently proposed OFCI model and specifically the Environmental Enrichment Hypothesis state that Openness positively influences the development of cognitive abilities (Ziegler et al., 2012). It ...is assumed that Openness leads to engagement in more learning activities through creating an enriched environment (e.g., reading). However, despite positive evaluations of the OFCI model in general, there is little empirical research on this specific hypothesis. The current paper used a longitudinal design to test the positive impact of Openness on the frequency of reading activities in general and in the specific case of periods of unemployment. PIAAC (Programme for the International Assessment of Adult Competencies) data were used to fit structural equation models. The results show that Openness fosters greater engagement in reading activities over 3 years; a buffering function in case of unemployment could not be found. Theoretical and practical implications are discussed.
Adult assessments have evolved to keep pace with the changing nature of adult literacy and learning demands. As the importance of information and communication technologies (ICT) continues to grow, ...measures of ICT literacy skills, digital reading, and problem-solving in technology-rich environments (PSTRE) are increasingly important topics for exploration through computer-based assessment (CBA). This study used process data collected in log files and survey data from the Programme for the International Assessment of Adult Competencies (PIAAC), with a focus on the United States sample, to (a) identify employment-related background variables that significantly related to PSTRE skills and problem-solving behaviors, and (b) extract robust sequences of actions by subgroups categorized by significant variables. We conducted this study in two phases. First, we used regression analyses to select background variables that significantly predict the general PSTRE, literacy, and numeracy skills, as well as the response time and correctness in the example item. Second, we identified typical action sequences by different subgroups using the chi-square feature selection model to explore these sequences and differentiate the subgroups. Based on the malleable factors associated with problem-solving skills, the goal of this study is to provide information for improving competences in adult education for targeted groups.
Significant enhancements have been made in small area estimation (SAE) methodology because there has been an increased demand for reliable estimates through SAE over the past decades. This article ...describes the advanced statistical methodology used to produce state and county model-based estimates of average scores and various proficiency levels of adults for all states and counties, using data from the first cycle of the US Program for the International Assessment of Adult Competencies and the American Community Survey. Challenges and issues are discussed especially in light of the small number of sample counties with survey data. Each major stage of the estimation process is discussed, including the approach for generating design-based survey estimates and modelled variances, identifying a set of predictor variables (available and measured consistently for all counties), the hierarchical Bayes linear threefold models, including bivariate models for proportions, and the diagnostics and evaluation.
This paper illustrates how process data can be used to identify behavioral patterns in a computer-based problem-solving assessment. Using sequence-mining techniques, we identify patterns of behavior ...across multiple digital tasks from the sequences of actions undertaken by respondents. We then examine how respondents’ action sequences (which we label “strategies”) differ from optimal strategies. In our application, optimality is defined ex-ante as the sequence of actions that content experts involved in the development of the assessment tasks identified as most efficient to solve the task given the range of possible actions available to test-takers. Data on 7462 respondents from five countries (the United Kingdom, Ireland, Japan, the Netherlands, and the United States) participating in the Problem Solving in Technology-Rich Environment (PSTRE) assessment, administered as part of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), indicate that valuable insights can be derived from the analysis of process data. Adults who follow optimal strategies are more likely to obtain high scores in the PSTRE assessment, while low performers consistently adopt strategies that are very distant from optimal ones. Very few high performers are able to solve the items in an efficient way, i.e. by minimizing the number of actions and by avoiding undertaking unnecessary or redundant actions. Women and adults above the age of 40 are more likely to adopt sub-optimal problem-solving strategies.
•We study the subsample of PIAAC respondent who took the PSTRE assessment.•The adoption of suboptimal strategies is associated with lower test performance.•Strategies adopted in Japan and the Netherlands are generally closer to the optimal.•Women and adults over the age of 40 more often adopt suboptimal strategies.•Use of ICT at work is associated with higher use of optimal strategies.
Computer-based assessment allows for the monitoring of test-takers’ behaviors. Previous research has made efforts to identify their behavioral patterns or investigate potentially influential factors. ...However, very few studies have examined the changes in behavioral patterns when completing a sequence of tasks. To fill this research gap, we aim to 1) explore different disengaged and engaged behavioral patterns in completing problem-solving tasks, 2) investigate changing behavioral patterns across different tasks, and 3) examine both task and individual characteristics relating to the changing behavioral patterns on all tasks. Data used in this study were drawn from log data of the U.S. Piaac 2012 (N = 660). We first identified two disengaged behaviors (i.e., rapid omit and rapid perfunctory action). Results of cluster analysis also show six types of engaged behaviors (i.e., proficient, exploring, hasty, reflecting, struggling, and passive). Overall, the transition of behavior patterns of adults in the first 8 tasks was relatively stable, while it was more complex in the following 6 tasks. The results of multinomial regression analysis indicate that adults' behaviors in completing problem-solving in technology-rich environments are mostly due to task-related factors, and individual-related factors including age, education attainment, and gender, as well as learning abilities and the use of ICT skills. The findings from this study provide several implications for future vocational training in the context of ICT needs.
•Examined adults' changing behavioral patterns in completing a sequence of problem-solving tasks.•Conducted two-step identification of adults' behavioral patterns with typical process indicators.•Investigated the significant factors at both task and individual levels that affected adults' behavioral patterns.•Provides implications for future vocational training in the context of ICT needs.
This paper describes datasets from two related surveys conducted in Germany: PIAAC and PIAAC-L. PIAAC is an OECD-initiated assessment that measures the cognitive skills of adults (aged 16–65 years). ...Around 40 countries worldwide participated in the first cycle of PIAAC. The German PIAAC data were collected in 2011/12. In the longitudinal follow-up survey to PIAAC, PIAAC-L, respondents from the German PIAAC sample were re-interviewed in 2014, 2015 and 2016. Data from both surveys can be used by researchers for a wide range of secondary analyses, for example on correlates of cognitive skills and changes and stability of these skills over the life course.
•Positive association between cognitive ability and Emotional Stability and Openness.•Negative linear and quadratic association of Conscientiousness and cognitive ability.•First replication of these ...associations in a heterogeneous population sample.•The cognitive ability-Openness relationship is moderated by educational attainment.•The association with Conscientiousness is moderated by labor force participation.
To examine the relationship between the Big Five and cognitive ability, we investigated whether we could replicate in a heterogeneous population sample the positive association between cognitive ability and Openness and Emotional Stability and its negative association with Conscientiousness. Besides analyzing the pure associations, we shed further light on sources of these associations by investigating potential moderating effects of education and labor force participation. Our results clearly replicate the previously found positive association between cognitive ability and Emotional Stability and Openness and the negative relationship between Conscientiousness and cognitive ability. The correlation between cognitive ability and Openness was found to be moderated by educational attainment, the negative association between Conscientiousness and cognitive ability was moderated by labor force participation.
Despite the necessity for adults with lower literacy skills to undergo and succeed in high-stakes computer-administered assessments (e.g., GED, HiSET), there remains a gap in understanding their ...engagement with digital literacy assessments.IntroductionDespite the necessity for adults with lower literacy skills to undergo and succeed in high-stakes computer-administered assessments (e.g., GED, HiSET), there remains a gap in understanding their engagement with digital literacy assessments.This study analyzed process data, specifically time allocation data, from the Program for the International Assessment of Adult Competencies (PIAAC), to investigate adult respondents' patterns of engagement across all proficiency levels on nine digital literacy items. We used cluster analysis to identify distinct groups with similar time allocation patterns among adults scoring lower on the digital literacy assessment. Finally, we employed logistic regression to examine whether the groups varied by demographic factors, in particular individual (e.g., race/ethnicity, age) and contextual factors (e.g., skills-use at home).MethodsThis study analyzed process data, specifically time allocation data, from the Program for the International Assessment of Adult Competencies (PIAAC), to investigate adult respondents' patterns of engagement across all proficiency levels on nine digital literacy items. We used cluster analysis to identify distinct groups with similar time allocation patterns among adults scoring lower on the digital literacy assessment. Finally, we employed logistic regression to examine whether the groups varied by demographic factors, in particular individual (e.g., race/ethnicity, age) and contextual factors (e.g., skills-use at home).Adults with lower literacy skills spent significantly less time on many of the items than adults with higher literacy skills. Among adults with lower literacy skills, two groups of time allocation patterns emerged: one group (Cluster 1) exhibited significantly longer engagement times, whereas the other group (Cluster 2) demonstrated comparatively shorter durations. Finally, we found that adults who had a higher probability of Cluster 1 membership (spending more time) exhibited relatively higher literacy scores, higher self-reported engagement in writing skills at home, were older, unemployed, and self-identified as Black.ResultsAdults with lower literacy skills spent significantly less time on many of the items than adults with higher literacy skills. Among adults with lower literacy skills, two groups of time allocation patterns emerged: one group (Cluster 1) exhibited significantly longer engagement times, whereas the other group (Cluster 2) demonstrated comparatively shorter durations. Finally, we found that adults who had a higher probability of Cluster 1 membership (spending more time) exhibited relatively higher literacy scores, higher self-reported engagement in writing skills at home, were older, unemployed, and self-identified as Black.These findings emphasize differences in digital literacy engagement among adults with varying proficiency levels. Additionally, this study provides insights for the development of targeted interventions aimed at improving digital literacy assessment outcomes for adults with lower literacy skills.DiscussionThese findings emphasize differences in digital literacy engagement among adults with varying proficiency levels. Additionally, this study provides insights for the development of targeted interventions aimed at improving digital literacy assessment outcomes for adults with lower literacy skills.
The rapidly-advancing technological landscape in the European workplace is challenging adults' problem-solving skills. Workers with vocational education and training need flexible abilities to solve ...problems in technology-rich work settings. This study builds on Finnish PIAAC data to understand adults' (N = 4503) skills for solving problems in technology-rich environments. The results indicate the critical issue that more than two thirds of adults with vocational education and training have weak skills or lack the skills in solving problems in technology-rich environments and that more than one fifth of these adults are at risk. Furthermore, this study indicates that the likelihood of having fragile problem-solving skills is six times higher for adults with vocational education and training than for adults with at least upper secondary qualification. Since the need for problem-solving in technology-rich environments is likely to increase in the future, this study also identifies the indicators for problem-solving skills differences. The models predicting problem-solving skills on the basis of theoretical assumptions as well as empirical support are presented. Our results indicate that adults' lower performance does not seem to be associated with the vocational education and training educational system itself, but is mostly due to age, education in years, occupation, and gender, as well as work-related and everyday life factors. In practice, the models help to develop new approaches to enable novel problem-solving skills in technology-rich environments based on the current European workplace needs.
•The study identifies adults' (N = 4503) problem-solving skills in TRE in Finland.•More than two thirds of VET adults have weak skills or lack the skills.•This study detects the indicators for skills differences based on the PIAAC data.•The models explaining variation in adults' problem-solving skills are presented.•The models help to develop new approaches to support problem-solving in TRE.
The aim of this study was to compare reading strategies and habits in terms of reading achievement of select age-group participants from the Programme for International Student Assessment (PISA) 2009 ...and the International Assessment of Adult Competencies (PIAAC) 2015 within Turkey. A cohort design was utilised because it was assumed that reading literacy from PISA and PIAAC were comparable as well as that participants from PISA 2009 would be in the age range of participants at the time of PIAAC in 2015. The participant population selected from PISA 2009 for the current study consisted of 4719 Turkish students (2334 girls, 2385 boys) aged 15 years-old, while those chosen from PIAAC 2015 consisted of 308 Turkish individuals (141 men, 167 women) aged 20-22 years-old. Data analysis was conducted through latent class analysis based on participants’ gender, the number of books in the home, and reading achievement. Results revealed that female participants were more successful than male participants in PISA, whereas male participants outperformed female participants in PIAAC.
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