Contributions of tertiary students' background factors, learning strategies, behavioural engagement, and cognitive skills to problem solving in technology-rich environments: Evidence from 24 countries.
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| Title: | Contributions of tertiary students' background factors, learning strategies, behavioural engagement, and cognitive skills to problem solving in technology-rich environments: Evidence from 24 countries. |
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| Authors: | Huang, Jing1 (AUTHOR) jinghuang5@ln.edu.hk, Mok, Ka Ho2 (AUTHOR) |
| Source: | Higher Education (00181560). Apr2026, Vol. 91 Issue 4, p1355-1375. 21p. |
| Subject Terms: | *Problem solving, *Learning strategies, *Student engagement, *Cognitive ability, *Digital learning, *Postsecondary education, Sociodemographic factors |
| Abstract: | The current study investigated the contributions of background factors (i.e., gender, age, and parents' education), learning strategies, behavioural engagement in different domains (i.e., reading, writing, numeracy, and ICT), and cognitive skills (i.e., literacy and numeracy) to problem solving in technology-rich environments among tertiary students across 24 countries. The sample for this study comprised 12,148 tertiary students (Mage = 25.68 years, 55% female). The results indicated that younger students exhibited better performance in problem solving within technology-rich environments. Furthermore, students whose parents had higher levels of education were more likely to demonstrate higher levels of problem-solving proficiency. Students who employed more effective learning strategies tended to have higher levels of problem-solving abilities. Higher levels of literacy and numeracy performance were associated with better problem-solving performance. Moreover, the study revealed a positive relationship between parents' education at the country level and students' problem-solving performance. This study further explored the similarities and differences in predicting the study variables related to problem solving. The implications of the study's findings were discussed in relation to learning, teaching, and policymaking in higher education. These findings can inform educational practices and policies to enhance problem-solving skills among tertiary students, ultimately improving their preparedness for technology-rich environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193684465 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Contributions of tertiary students' background factors, learning strategies, behavioural engagement, and cognitive skills to problem solving in technology-rich environments: Evidence from 24 countries. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Huang%2C+Jing%22">Huang, Jing</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jinghuang5@ln.edu.hk</i><br /><searchLink fieldCode="AR" term="%22Mok%2C+Ka+Ho%22">Mok, Ka Ho</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Higher+Education+%2800181560%29%22">Higher Education (00181560)</searchLink>. Apr2026, Vol. 91 Issue 4, p1355-1375. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Sociodemographic+factors%22">Sociodemographic factors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The current study investigated the contributions of background factors (i.e., gender, age, and parents' education), learning strategies, behavioural engagement in different domains (i.e., reading, writing, numeracy, and ICT), and cognitive skills (i.e., literacy and numeracy) to problem solving in technology-rich environments among tertiary students across 24 countries. The sample for this study comprised 12,148 tertiary students (Mage = 25.68 years, 55% female). The results indicated that younger students exhibited better performance in problem solving within technology-rich environments. Furthermore, students whose parents had higher levels of education were more likely to demonstrate higher levels of problem-solving proficiency. Students who employed more effective learning strategies tended to have higher levels of problem-solving abilities. Higher levels of literacy and numeracy performance were associated with better problem-solving performance. Moreover, the study revealed a positive relationship between parents' education at the country level and students' problem-solving performance. This study further explored the similarities and differences in predicting the study variables related to problem solving. The implications of the study's findings were discussed in relation to learning, teaching, and policymaking in higher education. These findings can inform educational practices and policies to enhance problem-solving skills among tertiary students, ultimately improving their preparedness for technology-rich environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193684465 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-025-01474-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1355 Subjects: – SubjectFull: Problem solving Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: Digital learning Type: general – SubjectFull: Postsecondary education Type: general – SubjectFull: Sociodemographic factors Type: general Titles: – TitleFull: Contributions of tertiary students' background factors, learning strategies, behavioural engagement, and cognitive skills to problem solving in technology-rich environments: Evidence from 24 countries. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Huang, Jing – PersonEntity: Name: NameFull: Mok, Ka Ho IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 91 – Type: issue Value: 4 Titles: – TitleFull: Higher Education (00181560) Type: main |
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