PIAAC-L: the longitudinal follow-up to PIAAC in Germany

This paper describes the main features of PIAAC-L, the German longitudinal follow-up to PIAAC (Programme for the International Assessment of Adult Competencies), and presents the PIAAC‑L data. PIAAC-L was a collaborative study by three large-scale surveys in Germany, PIAAC, the National Educational Panel Study (NEPS), and the German Socio-Economic Panel (SOEP). Respondents from the German PIAAC sample (2011/2012) and the adult members of their house holds were interviewed over three waves (2014, 2015, 2016). PIAAC-L combined design features and instruments from PIAAC, NEPS, and the SOEP and included a re-assessment of basic cognitive skills. Literacy and numeracy were measured with instruments from PIAAC and NEPS and the assessment was extended to include cohabiting spouses/partners of PIAAC respondents. Interviewer-administered person and household questionnaires covered a broad range of content. The PIAAC-L data, which are available to researchers for secondary analyses, allow to explore cognitive skills over time and factors related to their acquisition and maintenance. In the German context, the study is of interest because it combined expertise and content from three national large-scale surveys.Dieser Beitrag beschreibt die Grundzüge von PIAAC-L, der Nachfolgestudie von PIAAC (Programme for the International Assessment of Adult Competencies) in Deutschland und stellt die PIAAC-L-Daten vor. PIAAC-L war eine gemeinschaftliche Studie von drei groß angelegten Erhebungen in Deutschland, PIAAC, dem Nationalen Bildungspanel (NEPS) und dem Sozio-oekonomischen Panel (SOEP). Die Befragungspersonen der deutschen PIAAC-Stichprobe (2011/2012) und die erwachsenen Mitglieder ihrer Haushalte wurden über drei Wellen (2014, 2015, 2016) befragt. PIAAC-L kombinierte Designmerkmale und Instrumente aus PIAAC, NEPS und dem SOEP und beinhaltete eine erneute Messung von grundlegenden Kompetenzen. Die Lesekompetenz und die Alltagsmathematische Kompetenz wurden mit Instrumenten aus PIAAC und NEPS gemessen. Die Messung wurde auf mit den PIAAC-Befragungspersonen zusammenlebende (Ehe)partnerinnen und -partner ausgeweitet. Die Interviewer-administrierten Personen- und Haushaltsfragebögen deckten ein breites Spektrum an Inhalten ab. Die PIAAC-L-Daten, die Forscherinnen und Forschern für Sekundäranalysen zur Verfügung stehen, erlauben es, grundlegende Kompetenzen im Zeitverlauf und Faktoren, die mit ihrem Erwerb und Erhalt zusammenhängen, zu untersuchen. Im Hinblick auf den deutschen Kontext ist die Studie von Interesse, da sie Expertise und Inhalte aus drei nationalen Großerhebungen kombiniert

Data from PIAAC Germany and its Longitudinal Follow-Up, PIAAC-L

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

PIAAC: Eine internationale Studie zur Untersuchung von Alltagsfertigkeiten Erwachsener

Mit dem "Programme for the International Assessment of Adult Competencies" untersuchte die OECD erstmals die Lese-, Rechen- und Problemlösekompetenzen Erwachsener in 24 Industrieländern. Welche Werte die deutschen Teilnehmer im internationalen Vergleich erzielen, wie sie sich auf die Kompetenzlevel verteilen und welche Zusammenhänge mit anderen Faktoren wie dem Alter oder Bildungsabschluss bestehen, wird anhand zentraler Ergebnisse der Studie aufgezeigt. (Autorenreferat

Large-scale assessment in education: Analysing PIAAC data

This methodological book aims to summarise existing techniques for analysing data resulting from the Programme for the International Assessment of Adult Competencies (PIAAC). The present chapter provides an overview of the programme, outlining its goal, the participating countries, the survey cycles, and the research questions that can be addressed with the available data. In addition, the structure of the textbook is described

PIAAC and its methodological challenges

"This article gives an overview of the Programme for the International Assessment of Adult Competencies (PIAAC) and introduces the methodological challenges in implementing the survey - especially those encountered in Germany. Adherence to high methodological standards is a prerequisite to participation in PIAAC and to inclusion of the national data of the respective participating countries in the international dataset (OECD, 2010). Depending on the standard in question, and on national circumstances, compliance is a challenging undertaking. This Special Issue discusses methodological challenges at different levels, and steps taken to implement PIAAC standards in Germany. The aspects addressed include sample design, survey instruments, field work preparation, data collection, and estimation standards. In this introductory article, we outline the central elements of the PIAAC design and the methodological challenges of the survey, and we present the other six articles in this special issue." (author's abstract

Grundlegende Kompetenzen Erwachsener mit Migrationshintergrund im internationalen Vergleich: PIAAC 2012

Der Migrationsbericht zum Programme for the International Assessment of Adult Competencies (PIAAC) kontrastiert die Grundkompetenzen der erwachsenen Bevölkerung mit und ohne Migrationshintergrund in Deutschland und im internationalen Vergleich. In Deutschland, wie auch in den meisten anderen Ländern verfügen Personen mit Migrationshintergrund im Durchschnitt über geringere Grundkompetenzen als Personen ohne Migrationshintergrund. Diese Kompetenzdisparitäten sind insbesondere durch Unterschiede in strukturellen Hintergrundmerkmalen, wie zum Beispiel dem Bildungshintergrund oder dem sozioökonomischen Status, zu erklären

Acoustic-prosodic automatic personality trait assessment for adults and children

This paper investigates the use of heterogeneous speech corpora for automatic assessment of personality traits in terms of the BigFive OCEAN dimensions. The motivation for this work is twofold: the need to develop methods to overcome the lack of children’s speech corpora, particularly severe when targeting personality traits, and the interest on cross-age comparisons of acoustic-prosodic features to build robust paralinguistic detectors. For this purpose, we devise an experimental setup with age mismatch utilizing the Interspeech 2012 Personality Subchallenge, containing adult speech, as training data. As test data, we use a corpus of children’s European Portuguese speech. We investigate various features sets such as the Sub-challenge baseline features, the recently introduced eGeMAPS features and our own knowledge-based features. The preliminary results bring insights into cross-age and -language detection of personality traits in spontaneous speech, pointing out to a stable set of acoustic-prosodic features for Extraversion and Agreeableness in both adult and child speech.info:eu-repo/semantics/publishedVersio

Predictors of Acceptance and Rejection of Online Peer Support Groups as a Digital Wellbeing Tool

© 2020, The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG. Digital media usage can be problematic; exhibiting symptoms of behavioural addiction such as mood modification, tolerance, conflict, salience, withdrawal symptoms and relapse. Google Digital Wellbeing and Apple Screen Time are examples of an emerging family of tools to help people have a healthier and more conscious relationship with technology. Peer support groups is a known technique for behaviour change and relapse prevention. It can be facilitated online, especially with advanced social networking techniques. Elements of peer support groups are being already embedded in digital wellbeing tools, e.g. peer comparisons, peer commitments, collective usage limit-setting and family time. However, there is a lack of research about the factors influencing people acceptance and rejection of online peer support groups to enhance digital wellbeing. Previous work has qualitatively explored the acceptance and rejection factors to join and participate in such groups. In this paper, we quantitatively study the relationship between culture, personality, self-control, gender, willingness to join the groups and perception of their usefulness, on such acceptance and rejection factors. The qualitative phase included two focus groups and 16 interviews while the quantitative phase consisted of a survey (215 participants). We found a greater number of significant models to predict rejection factors than acceptance factors, although in all cases the amount of variance explained by the models was relatively small. This demonstrates the need to design and, also, introduce such technique in a contextualised and personalised style to avoid rejection and reactance

PIAAC 2012: Die wichtigsten Ergebnisse im Überblick

Die Organisation für wirtschaftliche Zusammenarbeit und Entwicklung (OECD) untersucht mit dem Programme for the International Assessment of Adult Com-petencies (PIAAC) zentrale Grundkompetenzen in der erwachsenen Bevölkerung – wie die Lesekompetenz, die alltagsmathematische Kompetenz und technologiebasiertes Problemlösen –, von denen angenommen wird, dass sie für die erfolgreiche Teilhabe an der heutigen Gesellschaft von zentraler Bedeutung sind. Sie sind ein wichtiger Grundstein für die Entwicklung zahlreicher weiterer spezifischer Kompetenzen und Fertigkeiten. Mittels PIAAC sollen diese Schlüsselkompetenzen im Erwachsenenalter international verglichen werden. Der Fokus liegt hierbei auf der Bevölkerung im erwerbsfähigen Alter (16 bis 65 Jahre). Ergänzend hierzu werden in einigen Ländern, so auch in Deutschland, die Kompetenzen im höheren Alter untersucht, was insbesondere vor dem Hintergrund der Verschiebung des Renteneintrittsalters in Deutschland wichtige Informationen über den Kompetenzerhalt liefer