Benjamin Nagengast

• Artículos de revistas (20)
• 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
    

  • 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
    

  • 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
    

  • Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades!

    Nicolas Hübner, Wolfgang Wagner, Jan Hochweber, Marko Neumann, Benjamin Nagengast

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 1, 2020, págs. 204-220

    • 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
    

  • 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
    

  • 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
    

  • The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries

    Herbert W. Marsh, Adel S. Abduljabbar, Alexandre J.S. Morin, Philip D. Parker, Faisal A. Abdelfattah, Benjamin Nagengast, Maher M. Abu-Hilal

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 1, 2015, págs. 258-271

    • Resumen
    

  • Character building or subversive consequences of employment during high school: Causal effects based on propensity score models for categorical treatments

    Benjamin Nagengast, Herbert W. Marsh, Carlo Chiorri, Kit Tai Hau

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 584-803

    • Resumen
    

  • 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
    

  • School Life and Adolescents' Self-Esteem Trajectories

    Alexandre J.S. Morin, Christophe Maïano, Herbert W. Marsh, Benjamin Nagengast, Michel Janosz

    Child development, ISSN 0009-3920, Vol. 84, Nº. 6, 2013, págs. 1967-1988

    • Resumen
    

  • Factorial, convergent, and discriminant validity of timss math and science motivation measures: A comparison of Arab and Anglo-Saxon countries

    Herbert W. Marsh, Adel S. Abduljabbar, Maher M. Abu-Hilal, Alexandre J.S. Morin, Faisal A. Abdelfattah, Kim Chau Leung, Man K. Xu, Benjamin Nagengast, Philip Barker

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 1, 2013, págs. 108-128

    • Resumen
    

  • Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science

    Benjamin Nagengast, Herbert W. Marsh

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 4, 2012, págs. 1033-1053

    • 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
    

  • Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling

    Herbert W. Marsh, Benjamin Nagengast, Alexandre J.S. Morin, Roberto H. Parada, Rhonda G. Craven, Linda R. Hamilton

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 3, 2011, págs. 701-732

    • Resumen
    

  • Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ)

    Herbert W. Marsh, Paul Ginns, Alexandre J.S. Morin, Benjamin Nagengast, Andrew J. Martin

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 3, 2011, págs. 733-748

    • Resumen
    

• 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.