Among 166 sixth graders, social CPS skill levels were mostly high while cognitive CPS skill levels were mostly low across four ATC21S CPS tasks¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2027: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Sixth graders' social CPS skills were predominantly at high levels (4-6) while their cognitive CPS skills were predominantly at low levels (1-3). → Shupin Li · Johanna Pöysä-Tarhonen · Päivi Häkkinen 2022
Evidence¶
Shupin Li · Johanna Pöysä-Tarhonen · Päivi Häkkinen 2022¶
Shupin Li · Johanna Pöysä-Tarhonen · Päivi Häkkinen (2022). Patterns of action transitions in online collaborative problem solving: A network analysis approach. Intern. J. Comput.-Support. Collab. Learn (2022) 17:191–223 https://doi.org/10.1007/s11412-022-09369-7
q3 · i? · associational · r2
Assessment of individual students' skill levels from log-file data across all four ATC21S CPS tasks, scored via rule-based indicators and Rasch modeling with weighted likelihood estimate (WLE) scores. In the analysis of 166 individual participants, "The social skill levels of 153 (92.17%) participants were relatively high" while cognitive skills were mostly low.
"The social skill levels of 153 (92.17%) participants were relatively high (i.e., at levels 4, 5, 6), whereas the cognitive skills of 120 (72.29%) participants were at the low levels (i.e., at levels 1, 2, 3)."
Discussion¶
Related Claims¶
- Pairs with at least one member high in both social and cognitive CPS skills conducted more actions with more frequent and more dispersed action transitions than other pairs — related
- CPS skill profiles of 166 students fell into three groups and yielded five distinguishable pair compositions among the 83 working dyads — related
- Dyad pairs with one member high in both social and cognitive CPS skills show more actions and higher frequency of action transitions than other pairs — related
- Frequency-based content analysis shows little variation in how CPS was actualized across groups and tasks, with Problem Reanalysis the most frequent sub-element in both task designs — related
- No significant difference found across pair compositions in alternating sequences of two or three actions during CPS — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sixth-graders-high-social-low-cognitive-cps-skill-distribution |
title |
Among 166 sixth graders, social CPS skill levels were mostly high while cognitive CPS skill levels were mostly low across four ATC21S CPS tasks |
description |
Among 166 sixth graders, social CPS skill levels were mostly high while cognitive CPS skill levels were mostly low across four ATC21S CPS tasks |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
recheck_by |
2027 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shupin-li-johanna-pöysä-tarhonen-päivi-häkkinen-2022 |
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