Ulrich Trautwein

• Artículos de revistas (43)
• Colaboraciones en obras colectivas (1)

• Artículos de revistas

  • The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations

    Cora Parrisius, Hanna Gaspard, Steffen Zitzmann, Ulrich Trautwein, Benjamin Nagengast

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 4, 2022, págs. 791-814

    • Resumen
    

  • When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits

    Nicolas Hübner, Marion Spengler, Benjamin Nagengast, Lex Borghans, Trudie Schils, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 2, 2022, págs. 326-345

    • Resumen
    

  • Which class matters?: Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation

    Moritz Fleischmann, Nicolas Hübner, Herbert W. Marsh, Jiesi Guo, Ulrich Trautwein, Benjamin Nagengast

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 1, 2022, págs. 127-143

    • Resumen
    

  • The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms

    Hanna Gaspard, Cora Parrisius, Heide Piesch, Markus Kleinhansl, Eike Wille, Benjamin Nagengast, Ulrich Trautwein, Chris S. Hulleman

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 8, 2021, págs. 1507-1528

    • Resumen
    

  • How students’ perceptions of teaching quality in one subject are impacted by the grades they receive in another subject: Dimensional comparisons in student evaluations of teaching quality

    Ann-Kathrin Jaekel, Richard Göllner, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 4, 2021, págs. 770-783

    • Resumen
    

  • Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys

    Julia Schiefer, Lucas Stark, Hanna Gaspard, Eike Wille, Ulrich Trautwein, Jessika Golle

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 4, 2021, págs. 784-807

    • Resumen
    

  • Stability and change in vocational interests after graduation from high school: A six-wave longitudinal study

    Gundula Stoll, Sven Rieger, Benjamin Nagengast, Ulrich Trautwein, James Rounds

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 120, Nº. 4, 2021, págs. 1091-1116

    • Resumen
    

  • How state and trait versions of self-esteem and depressive symptoms affect their interplay: A longitudinal experimental investigation

    Laura Braun, Richard Göllner, Sven Rieger, Ulrich Trautwein, Marion Spengler

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 120, Nº. 1, 2021, págs. 206-225

    • Resumen
    

  • Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality

    Benjamin Fauth, Wolfgang Wagner, Christiane Bertram, Richard Göllner, Janina Roloff, Oliver Lüdtke, Morgan S. Polikoff, Uta Klusmann, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 6, 2020, págs. 1284-10302

    • Resumen
    

  • The Conscientiousness × Interest Compensation (CONIC) model: Generalizability across domains, outcomes, and predictors

    Juyeon Song, Hanna Gaspard, Benjamin Nagengast, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 2, 2020, págs. 271-286

    • Resumen
    

  • The development of narcissistic admiration and machiavellianism in early adulthood

    Michael P. Grosz, Richard Göllner, Norman Rose, Marion Spengler, Ulrich Trautwein, John F. Rauthmann, Eunike Wetzel, Brent W. Roberts

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 116, Nº. 3, 2019, págs. 467-482

    • Resumen
    

  • Are personality traits and relationship characteristics reciprocally related?: Longitudinal analyses of codevelopment in the transition out of high school and beyond.

    Jennifer Deventer, Jenny Wagner, Oliver Lüdtke, Ulrich Trautwein

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 116, Nº. 2, 2019, págs. 331-347

    • Resumen
    

  • The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach.

    Isabelle Häfner, Barbara Flunger, Anna‐Lena Dicke, Hanna Gaspard, Brigitte M. Brisson, Benjamin Nagengast, Ulrich Trautwein, Anna-Lena Dicke

    Child development, ISSN 0009-3920, Vol. 89, Nº. 4, 2018, págs. 1405-1422

    • Resumen
    

  • Social support and classroom management are related to secondary students’ general school adjustment: A multilevel structural equation model using student and teacher ratings.

    Karen Aldrup, Uta Klusmann, Oliver Lüdtke, Richard Göllner, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 8, 2018, págs. 1066-1083

    • Resumen
    

  • Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers?

    Richard Göllner, Wolfgang Wagner, Jacquelynne S. Eccles, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 5, 2018, págs. 709-725

    • Resumen
    

  • Reading demands in secondary school: Does the linguistic complexity of textbooks increase with grade level and the academic orientation of the school track?

    Karin Berendes, Sowmya Vajjala, Detmar Meurers, Doreen Bryant, Wolfgang Wagner, Maria Chikina, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 4, 2018, págs. 518-543

    • Resumen
    

  • Maximizing gender equality by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM

    Nicolas Hübner, Eike Wille, Jenna Cambria, Kerstin Oschatz, Benjamin Nagengast, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 7, 2017, págs. 993-1009

    • Resumen
    

  • Vocational interests assessed at the end of high school predict life outcomes assessed 10 years later over and above IQ and Big Five personality traits.

    Gundula Stoll, Sven Rieger, Oliver Lüdtke, Benjamin Nagengast, Ulrich Trautwein, Brent W. Roberts

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 113, Nº. 1, 2017, págs. 167-184

    • Resumen
    

  • Exploring reference group effects on teachers’ nominations of gifted students

    Sandra Rothenbusch, Ingo Zettler, Thamar Voss, Thomas Posch, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 6, 2016, págs. 883-897

    • Resumen
    

  • Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power

    Wolfgang Wagner, Richard Göllner, Sarah Werth, Thamar Voss, Bernhard Schmitz, Ulrich Trautwein

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 5, 2016, págs. 705-721

    • Resumen
    

  • Low self-esteem prospectively predicts depression in the transition to young adulthood: A replication of Orth, Robins, and Roberts (2008).

    Sven Rieger, Richard Göllner, Ulrich Trautwein, Brent W. Roberts

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 110, Nº. 1, 2016, págs. 172-177

    • Resumen
    

  • More value through greater differentiation: Gender differences in value beliefs about math.

    Hanna Gaspard, Anna-Lena Dicke, Barbara Flunger, Brigitte Schreier, Isabelle Häfner, Ulrich Trautwein, Benjamin Nagengast

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 3, 2015, págs. 663-677

    • Resumen
    

  • Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthood.

    Rodica Ioana Damian, Rong Su, Michael Shanahan, Ulrich Trautwein, Brent W. Roberts

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 109, Nº. 3, 2015, págs. 473-489

    • Resumen
    

  • Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects?

    Ulrich Trautwein, Oliver Lüdtke, Nicole Nagy, Anna Lenski, Alois Niggli, Inge Schnyder

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 109, Nº. 1, 2015, págs. 142-162

    

  • Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain

    Hanna Dumont, Ulrich Trautwein, Gabriel Nagy, Benjamin Nagengast

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 1, 2014, págs. 144-161

    • Resumen
    

  • Cherish yourself: Longitudinal patterns and conditions of self-esteem change in the transition to young adulthood

    Jenny Wagner, Oliver Lüdtke, Kathrin Jonkmann, Ulrich Trautwein

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 104, Nº. 1, 2013, págs. 148-163

    • Resumen
    

  • The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?

    Michael Becker, Oliver Lüdtke, Ulrich Trautwein, Olaf Köller, Jürgen Baumert

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 3, 2012, págs. 682-699

    • Resumen
    

  • Probing for the multiplicative term in modern expectancy--value theory: A latent interaction modeling study

    Ulrich Trautwein, Herbert W. Marsh, Benjamin Nagengast, Oliver Lüdtke, Gabriel Nagy, Kathrin Jonkmann

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 3, 2012, págs. 763-777

    • Resumen
    

  • Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics.

    Swantje Dettmers, Ulrich Trautwein, Oliver Lüdtke, Mareike Kunter, Jürgen Baumert

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 2, 2010, págs. 467-482

    • Resumen
    

  • Social Dominance in Adolescence: The Moderating Role of the Classroom Context and Behavioral Heterogeneity

    Kathrin Jonkmann, Ulrich Trautwein, Oliver Lüdtke

    Child development, ISSN 0009-3920, Vol. 80, Nº. 2, 2009, págs. 338-355

    • Resumen
    

  • Within-school social comparison: how students perceive the standing of their class predicts academic self-concept

    Ulrich Trautwein, Oliver Lüdtke, Herbert W. Marsh, Gabriel Nagy

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 4, 2009, págs. 853-866

    • Resumen
    

  • Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement

    Ulrich Trautwein, Alois Niggli, Inge Schnyder, Oliver Lüdtke

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 1, 2009, págs. 176-189

    • Resumen
    

  • Athletic classmates, physical self-concept, and free-time physical activity: A longitudinal study of frame of reference effects

    Ulrich Trautwein, Erin Gerlach, Oliver Lüdtke

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 4, 2008, págs. 988-1001

    • Resumen
    

  • Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others

    Herbert W. Marsh, Ulrich Trautwein, Oliver Lüdtke, Olaf Köller

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 3, 2008, págs. 510-524

    • Resumen
    

  • Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns

    Uta Klusmann, Mareike Kunter, Ulrich Trautwein, Oliver Lüdtke, Jürgen Baumert

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 3, 2008, págs. 702-715

    • Resumen
    

  • What makes lessons interesting?: The role of situational and individual factors in three school subjects

    Yi-Miau Tsai, Mareike Kunter, Oliver Lüdtke, Ulrich Trautwein, Richard M. Ryan

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 2, 2008, págs. 460-472

    • Resumen
    

  • Predicting global and topic-specific certainty beliefs: Domain-specificity and the role of the academic environment

    Ulrich Trautwein, Oliver Lüdtke

    British journal of educational psychology, ISSN 0007-0998, Nº. 4, 2007, págs. 907-934

    

  • Longitudinal Study of Preadolescent Sport Self-Concept and Performance: Reciprocal Effects and Causal Ordering

    Herbert W. Marsh, Erin Gerlach, Ulrich Trautwein, Oliver Lüdtke, Wolf-Dietrich Brettschneider

    Child development, ISSN 0009-3920, Vol. 78, Nº. 6, 2007, págs. 1640-1656

    • Resumen
    

  • Students' self-reported effort and time on homework in six school subjects: Between-students differences and within-student variation

    Ulrich Trautwein, Oliver Lüdtke

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 99, Nº. 2, 2007, págs. 432-444

    • Resumen
    

  • Effort on Homework in Grades 5–9: Development, Motivational Antecedents, and the Association With Effort on Classwork

    Ulrich Trautwein, Oliver Lüdtke, Claudia Kastens, Olaf Köller

    Child development, ISSN 0009-3920, Vol. 77, Nº. 4, 2006, págs. 1094-1111

    • Resumen
    

  • Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics

    Ulrich Trautwein, Oliver Lüdtke, Herbert W. Marsh, Olaf Köller, Jürgen Baumert

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 4, 2006, págs. 788-806

    • Resumen
    

  • Predicting homework effort: Support for a domain-specific, multilevel homework model

    Ulrich Trautwein, Oliver Lüdtke, Inge Schnyder, Alois Niggli

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 2, 2006, págs. 438-456

    • Resumen
    

  • Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

    Jürgen Baumert, Ulrich Trautwein, Olaf Köller, Oliver Lüdtke, Herbert W. Marsh

    Child development, ISSN 0009-3920, Vol. 76, Nº. 2, 2005, págs. 397-416

    

• Colaboraciones en obras colectivas

  • The prospects and limitations of latent variable models in educational psychology

    Benjamin Nagengast, Ulrich Trautwein

    Handbook of educational psychology, 2016, ISBN 978-0-415-89482-1, págs. 41-60

    

Esta página recoge referencias bibliográficas de materiales disponibles en los fondos de las Bibliotecas que participan en Dialnet. En ningún caso se trata de una página que recoja la producción bibliográfica de un autor de manera exhaustiva. Nos gustaría que los datos aparecieran de la manera más correcta posible, de manera que si detecta algún error en la información que facilitamos, puede hacernos llegar su Sugerencia / Errata.