Abstract
The following article focuses on the domain-specific problem-solving abilities of electronics technicians for automation technology at the end of their apprenticeship. It addresses the question whether the empirical data confirm a multi-dimensional structure of the construct, which has been observed repeatedly with regard to professional knowledge at a similar point in time. Our results document a two-dimensional structure of domain-specific problem solving consisting of an analytical and a constructive dimension. This two-dimensional structure remains stable even if professional knowledge and general cognitive abilities are included in the model. Additionally, only knowledge areas that are closely related to the problem-solving requirements are predictive for the analytical and constructive problem-solving abilities. General cognitive abilities have only an indirect effect on domain-specific problem solving, mediated by professional knowledge.
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