Vaughan, A.C.; Birney, D.P.; Fayn, K. Motivated, Willing, and Able: Non-Cognitive Factors Influence Complex Problem Solving Performance beyond Cognitive Ability. Preprints2022, 2022070246. https://doi.org/10.20944/preprints202207.0246.v1
APA Style
Vaughan, A.C., Birney, D.P., & Fayn, K. (2022). Motivated, Willing, and Able: Non-Cognitive Factors Influence Complex Problem Solving Performance beyond Cognitive Ability. Preprints. https://doi.org/10.20944/preprints202207.0246.v1
Chicago/Turabian Style
Vaughan, A.C., Damian Patrick Birney and Kirill Fayn. 2022 "Motivated, Willing, and Able: Non-Cognitive Factors Influence Complex Problem Solving Performance beyond Cognitive Ability" Preprints. https://doi.org/10.20944/preprints202207.0246.v1
Abstract
Complex problem-solving (CPS) tasks have become an increasingly popular tool for understand-ing and assessing cognitive ability. These tasks have been repeatedly shown to be predictors of academic and workplace success above and beyond traditional measures of general intelligence and fluid intelligence. To date, there has been little exploration of the underlying mechanisms that drive this additional predictive utility. In this study, we examined the role of a variety of non-cognitive personality and investment traits that could drive performance on CPS tasks. Adult participants (n = 152) were recruited via M-Turk and completed a battery of personality and in-vestment trait measures, a measure of general mental ability, and a 61-trial microworlds-style CPS task. Generalised linear mixed-effects models revealed a wide variety of personality and in-vestment traits influenced task performance above and beyond general mental ability. Specifical-ly, two clusters of traits emerged as important determinants of performance: one cluster that in-fluenced the capacity to deal with the introduction of system randomness (Conscientiousness and Extraversion) and one cluster that influenced the capacity to deal with the introduction of system delays (NFC, Learning Goal Orientation, and Intellect). These findings suggest that CPS tasks do capture more than just general mental ability and may be good predictors of academic and workplace success because they tap into both cognitive ability and the motivation and willingness to engage in cognitive exploration and mental effort.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
