Prof. Dr. Benjamin Nagengast

Nagengast, B., & Trautwein, U. (2015). The prospects and limitations of latent variable models in educational psychology. In E.M. Anderman & L. Corno (Eds.), Handbook of Educational Psychology (3rd ed.) (p. 41-58). New York: Routledge.

Nagengast, B., Marsh, H.W., Chiorri, C., & Hau, K.-T. (2014). Character building or subversive consequences of employment during high school: Causal effects based on propensity score models for categorical treatments. Journal of Educational Psychology, 106, 584-603. doi: 10.1037/a0035615 

Nagengast, B., Trautwein, U., Kelava, A., & Lüdtke, O. (2013). Synergistic effects of expectancy and value. The case for a within-person perspective. Multivariate Behavioral Research, 48, 428-460.
doi: 10.1080/00273171.2013.775060 

Nagengast, B., & Marsh, H.W. (2012). 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. Journal of Educational Psychology, 104, 1033-1053. doi: 10.1037/a0027697 

Nagengast, B., Marsh, H.W., Scalas, L.F., Xu, M. K., Hau, K.-T, & Trautwein, U. (2011). Who took the “x” out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological Science, 22, 1058-1066. doi: 10.1177/0956797611415540

Gaspard, H., Parrisius, C., Nagengast, B., & Trautwein, U. (in press). Understanding the interplay between targeted motivation interventions and motivational teaching practices in math classrooms. ZDM-Mathematics Education. https://doi.org/10.1007/s11858-022-01446-3

Bardach, L., Hübner, N., Nagengast, B., Trautwein, U., & von Stumm, S. (in press). Personality, intelligence, and academic achievement: Charting their developmental interplay. Journal of Personality. https://doi.org/10.1111/jopy.12810

Fleischmann, M., Hübner, N., Nagengast, B., & Trautwein, U. (2023). The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement. Learning and Instruction, 86, 101753. (Preprint available under https://doi.org/10.31234/osf.io/kb7we)

Kim, Y., Gaspard, H., Fleischmann, M., Nagengast, B., & Trautwein, U. (2023). What happens with comparison processes when „the other” is very similar? Academic self-concept in monozygotic twins. Contemporary Educational Psychology, 72, 102138. https://doi.org/10.1016/j.cedpsych.2022.102138

Hübner, N., Wagner, W., Zitzmann, S., & Nagengast, B. (2023). How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. Educational Psychology Review, 35, 6. https://doi.org/10.1007/s10648-023-09724-6

Gaspard, H., Nagengast, B., Trautwein, U., Jaekel, A.-K., & Göllner, R. (2022). Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und Geschlecht. Zeitschrift für Erziehungswissenschaft, 25, 293-327. https://doi.org/10.1007/s11618-022-01092-1

Hübner, N., Spengler, M., Nagengast, B., Borghans, L., Schils, T., & Trautwein, U. (2022). When academic achievement (also) reflects personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to explain differential associations between achievement measures and personality traits. Journal of Educational Psychology, 114(2), 326-345. https://doi.org/10.1037/edu0000571 (Preprint available under https://doi.org/10.31234/osf.io/khxp4)

Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B.W. (2022). The persistence of students’ perceived academic effort: The unique and combined effects of conscientiousness and individual interest. Learning and Instruction, 80, 101613. https://doi.org/10.1016/j.learninstruc.2022.101613

Zitzmann, S., Walther, J.-K., Hecht, M., & Nagengast, B. (2022). What is the maximum likelihood estimate when the initial solution to the optimization problem is inadmissible? The case of negatively estimated variances. Psych, 4, 343–356. https://doi.org/10.3390/psych4030029

Parrisius, C., Gaspard, H., Zitzmann, S., Trautwein, U., & Nagengast, B. (2022). The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations. Journal of Educational Psychology, 114(4), 791-814. https://doi.org/10.1037/edu0000680 (Preprint available under https://doi.org/10.31234/osf.io/p2zfr)

Parrisius, C., Gaspard, H., Flunger, B., Trautwein, U., & Nagengast, B. (2022). Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch Unterrichtsqualitätsmerkmale am Beispiel einer Nützlichkeitsintervention im Mathematikunterricht. [Same effect in every classroom? Moderation of the effects of a relevance Intervention in math classrooms through perceived teaching quality.] Edition ZfE, 10, 355-388. (Preprint available under https://doi.org/10.31234/osf.io/sdg7b)

Hübner, N., Merrell, C., Cramman, H., Little, J., Bolden, D., & Nagengast, B. (2022). Reading to learn? The co-development of mathematics and reading during primary school. Child Development, 93(6), 1760-1766.  https://doi.org/10.1111/cdev.13817 (Preprint available under https://doi.org/10.31219/osf.io/v8h29)

Fleischmann, M., Hübner, N., Marsh, H.W., Guo, J., Trautwein, U., & Nagengast, B. (2022). Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation. Journal of Educational Psychology, 114(1), 127-143. https://doi.org/10.1037/edu0000491 (Preprint available under https://doi.org/10.31234/osf.io/7pbac)

Stoll, G., Rieger, S., Nagengast, B., Trautwein, U., & Rounds, J. (2021). Stability and change in vocational interests after graduation from high school: A six-wave longitudinal study. Journal of Personality and Social Psychology, 120(4), 1091-1116. https://doi.org/10.1037/pspp0000359

Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2021). Using multilevel mixture models in educational research: An illustration with homework research. Journal of Experimental Education, 89(1), 209-236. doi: 10.1080/00220973.2019.1652137

Savage, C., Hübner, N., Biewen, M., Nagengast, B., & Polikoff, M.S. (2021). Social studies textbook effects: Evidence from Texas. AERA Open, 7(1), 1-9. https://doi.org/ 10.1177/2332858421992345

Bar-Kochva, I., Vágvölgyi, R., Dresler, T., Nagengast, B., Schröter, H., Schrader, J., & Nuerk, H.-C. (2021). Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography. Reading and Writing, 34, 2357-2379. https://doi.org/10.1007/s11145-021-10147-4

Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C.S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology, 113(8), 1507-1528. https://doi.org/10.1037/edu0000663 (Preprint available under https://doi.org/10.31234/osf.io/ahj3m)

Bräuning, D., Hornung, C., Hoffmann, D., Lambert, K., Ugen, S., Fischbach, A., Schiltz, C. Hübner, N., Nagengast, B., & Moeller, K. (2021). Long-term relevance and interrelation of symbolic and non-symbolic abilities in mathematical-numerical development: Evidence from large-scale assessment data. Cognitive Development, 58, 101008. https://doi.org/10.1016/j.cogdev.2021.101008

Flunger, B., Gaspard, H., Häfner, I., Brisson, B.M., Dicke, A.-L., Guo, J., Parrisius, C., Nagengast, B., & Trautwein, U. (2021). Relevance interventions in the classroom: A means to promote students’ homework motivation and behavior. AERA Open, 7(1), 1-20. https://doi.org/10.1177/23328584211052049

Fischer, I., Schober, P.S., & Nagengast, B. (2021). Parental relationship quality and children's behavioural problems: Childcare quality as a protective factor? Journal of Family Research, 33(3), 703-733. https://doi.org/10.20377/jfr-379

Hübner, N., Trautwein, U., & Nagengast, B. (2021). Should I stay or should I go? Predictors and effects of studying abroad during high school. Learning and Instruction, 71, 101398. https://doi.org/10.1016/j.learninstruc.2020.101398

Menkor, M., Sassenberg, K., van Laar, C., & Nagengast, B. (2021). The fit between dignity self-construal and independent university norms: Effects on social belonging, well-being, and academic success. European Journal of Social Psychology, 51(1), 100-112. https://doi.org/10.1002/ejsp.2717

Gfrörer, T., Stoll, G., Rieger, S., Trautwein, U., & Nagengast, B. (2021). The development of vocational interests in early adolescence. Stability, change and state-trait components. European Journal of Personality, 35(5), 1-23. https://doi.org/10.1177/08902070211035630

Fleischmann, M., Hübner, N., Marsh, H.W., Trautwein, U., & Nagengast, B. (2021). Investigating the association between the Big Fish Little Pond Effect and grading on a curve: A large-scale quasi-experimental study. International Journal of Educational Research, 110, 101853. https://doi.org/10.1016/j.ijer.2021.101853 (Preprint available under https://doi.org/10.31234/osf.io/w3rz6)

Gaspard, H., Jiang, Y., Piesch, H., Nagengast, B., Jia, N., Lee, J., & Bong, M. (2020). Assessing students' values and costs in three countries: Gender and age differences within countries and structural differences across countries. Learning and Individual Differences, 79, 101836. doi: 10.1016/j.lindif.2020.101836

Song, J., Gaspard, H., Nagengast, B., & Trautwein, U. (2020). The conscientiousness × interest compensation (CONIC) model: Generalizability across domains, outcomes, and predictors. Journal of Educational Psychology, 112, 271-287. doi: 10.1037/edu0000379

Herbein, E., Golle, J.K., Nagengast, B., & Trautwein, U. (2020). Förderung von Präsentationskompetenz: Schrittweise Implementation und Effektivitätsüberprüfung eines Präsentationstrainings für Grundschulkinder [Fostering public speaking skills: Gradual implementation and effectiveness check of a public speaking training program for elementary school children]. Zeitschrift für Erziehungswissenschaft, 23, 83-120.
doi: 10.1007/s11618-019-00923-y

Wille, E., Stoll, G., Gfrörer, T., Cambria, J.M., Nagengast, B., & Trautwein, U. (in press). It takes two: Expectancy-value constructs and vocational interests jointly predict STEM major choices. Contemporary Educational Psychology, 61, 101858. doi: 10.1016/j.cedpsych.2020.101858

Parrisius, C., Gaspard, H., Trautwein, U., & Nagengast, B. (2020). The transmission of motivation from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? Contemporary Educational Psychology, 62, 101891. doi: 10.1016/j.cedpsych.2020.101891 (Preprint available under https://doi.org/10.31219/osf.io/c7yrb)

Hübner, N., Wagner, W., Hochweber, J., Neumann, M., & Nagengast, B. (2020). Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades! Journal of Educational Psychology, 112, 204-220. doi: 10.1037/edu0000351

Piesch, H., Gaspard, H., Parrisius, C., Wille, E., & Nagengast, B. (2020). How can a relevance intervention in math support students' career choices? Journal of Applied Developmental Psychology, 71, 101185. https://doi.org/10.1016/j.appdev.2020.101185

Usslepp, N., Hübner, H., Stoll, G., Spengler, M., Trautwein, U., & Nagengast, B. (2020). RIASEC interests and the Big Five personality traits matter for life success—But do they already matter for educational track choices? Journal of Personality, 88, 1007-1024. doi: 10.1111/jopy.12547

Brisson, B.M., Hulleman, C.S., Häfner, I., Gaspard, H., Flunger, B., Dicke, A.-L., Trautwein, U., & Nagengast, B. (2020). Who sticks to the instructions – and does it matter? Antecedents and consequences of intervention fidelity within a classroom-based relevance intervention [Wer hält sich an die Anweisungen – und macht es einen Unterschied? Determinanten und Wirkungen der Reaktion von Schüler*innen auf eine Motivationsintervention im Klassenzimmer]. Zeitschrift für Erziehungswissenschaft, 112, 121-144.
doi: 10.1007/s11618-019-00922-z

Nagy, G., Nagengast, B., Frey, A., Becker, M., & Rose, N. (2019). A multilevel study of position effects in PISA achievement tests: Student- and school-level predictors in the German tracked school system. Assessment in Education: Principles, Policy & Practice, 26, 422-443. doi: 10.1080/0969594X.2018.1449100

Hübner, N., Wagner, W., Nagengast, B., & Trautwein, U. (2019). Putting all students in one basket does not produce equality: Gender-specific effects of curricular intensification in upper secondary school. School Effectiveness and School Improvement, 30, 261-285. doi: 10.1080/09243453.2018.1504801

Rose, N., Nagy, G., Nagengast, B., Frey, A., & Becker, M. (2019). Modeling multiple item context effects in multidimensional IRT models: Disentangling item position effects, block position effects, and domain order effects. Frontiers in Psychology, 10: 248. doi: 10.3389/fpsyg.2019.00248

Usslepp, N., Baeriswyl, F., Hübner, N., Nagengast, B., & Trautwein, U. (2019). Übergänge nach der Sekundarstufe I: "Korrekturen von zugewiesenen Bildungswegen", aber Resultat langgehegter Bildungsaspirationen?  [Transitions after Lower Secondary Education: “Corrections of allocated educational paths,” but the Result of Long-Standing Aspirations?] Zeitschrift für Erziehungswissenschaft, 22, 695-720.
doi: 10.1007/s11618-019-00879-z

Piesch, H., Häfner, I., Gaspard, H., Flunger, B., Nagengast, B., & Harackiewicz, J.M. (2019). Helping parents support adolescents’ career orientation: Effects of a parent-based utility-value intervention. [Realschule und dann? Effekte einer Nützlichkeitsintervention zur Unterstützung von Eltern und Jugendlichen bei der Berufsorientierung.] Unterrichtswissenschaft, 47, 271-293. doi: 10.1007/s42010-018-0024-x

Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., Harring, J.R., & Roberts, B.W. (2019). The effects of getting a new teacher on the consistency of personality. Journal of Personality, 87, 487-500.
doi: 10.1111/jopy.12410

Rose, N., Wagner, W., Mayer, A. & Nagengast, B. (2019). Model-based manifest and latent composite scores in structural equation models. Collabra: Psychology, 5(1): 9. doi: https://doi.org/10.1525/collabra.143

Golle, J.K., Rose, N., Göllner, R., Spengler, M., Stoll, G., Hübner, N., Rieger, S., Trautwein, U., Lüdtke, O., Roberts, B.W., & Nagengast, B. (2019). School or work? The choice may change your personality. Psychological Science, 30, 32-42. doi: 10.1177/0956797618806298

Nagengast, B., Brisson, B.M., Hulleman, C.S., Gaspard, H., Häfner, I., & Trautwein, U. (2018). Learning more from educational interventions studies: Estimating complier average causal effects in a relevance intervention. Journal of Experimental Education, 86, 105-123. doi: 10.1080/00220973.2017.1289359

Nagy, G., Nagengast, B., Becker, M., Rose, N., & Frey, A. (2018). Item position effects on a reading comprehension test: An IRT study of individual differences and individual correlates. Psychological Test and Assessment Modeling, 60, 165-187.

Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49, 16-28.
doi: 10.1027/1864-9335/a000325

Göllner, R., Damian, R., Nagengast, B., Roberts, B.W., & Trautwein, U. (2018). It’s not only who you are but who you are with: High school composition and individuals’ attainment over the life course. Psychological Science, 29, 1785-1796. doi:10.1177/0956797618794454

Marsh, H.W., Guo, J., Parker, P., Nagengast, B., Asparouhov, T., Muthén, B.O., & Dicke, T. (2018). What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. Psychological Methods, 23, 524-545. doi: 10.1037/met0000113

Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H.W. (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across domains. Contemporary Educational Psychology, 52, 1-14. doi: 10.1016/j.cedpsych.2017.10.003

Berendes, K., Becker, M., Jacoby, J., Flunger, B., Nagengast, B., & Trautwein, U. (2018). Individuelle Entwicklungsverläufe beim Lesen: Macht das Geschlecht den Unterschied? [Developmental trajectories in reading: Does gender make the difference?] Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 50, 192-208. doi: 10.1026/0049-8637/a000202

Häfner, I., Flunger, B., Dicke, A.-L., Gaspard., H., Brisson, B.M., Nagengast, B., & Trautwein, U. (2018). The role of family characteristics for students’ academic outcomes: A person-centered approach. Child Development, 89, 1405-1422. doi: 10.1111/cdev.12809

Golle, J.K., Zettler, I., Rose, N., Trautwein, U., Hasselhorn, M., & Nagengast, B. (2018). Effectiveness of a “Grass Roots” statewide enrichment program for gifted elementary school children. Journal of Research on Educational Effectiveness, 11, 375-408. doi: 10.1080/19345747.2017.1402396

Wille, E., Gaspard, H., Trautwein, U., Oschatz, K., Scheiter, K., & Nagengast, B. (2018). Gender stereotypes in a children’s television program: Effects on girls’ and boys’ stereotype endorsement, math performance, motivational dispositions, and attitudes. Frontiers in Psychology, 9, 2435. doi: 10.3389/fpsyg.2018.02435

Nagengast, B., & Trautwein, U. (2023). Theoretical and methodological disintegration is the most fundamental limitation in contemporary motivation research. In M. Bong, S.-I. Kim & J. Reeve (Eds.), Motivation Science: Controversies and Insights (p. 419-424). New York: Oxford University Press.

Trautwein, U., & Nagengast, B. (in press). Digitization will bring profound changes in educational practice and research on motivation. In M. Bong, S.-I. Kim & J. Reeve (Eds.), Motivation Science: Controversies and Insights (p. 441-447) New York: Oxford University Press.

Gaspard, H. Parrisius, C., & Nagengast, B. (2023). Promoting motivation in mathematics: Can a relevance intervention contribute to reducing educational disparities? In N. McElvany, A. Grecu, R. Lorenz, M. Becker, C. Dignath, H. Gaspard & F. Lauermann (Eds.) Jahrbuch der Schulentwicklung, Band 23. 50 Jahre Schulentwicklung – Leitthemen der empirischen Bildungsforschung (p. 266-294). Münster: Waxmann.

Trautwein, U., Gaspard, H., Parrisius, C., Bertram, C., Wagner, W., Zachrich, L., Golle, J., Ruth-Herbein, E., Schiefer, J., Jaggy, A.-K., Kleinhansl, M., & Nagengast, B. (2022). Optimierung schulischer Bildungsprozesse:Welchen Beitrag können randomisierte Feldstudien leisten?. In N. McElvany, M. Becker, F. Lauermann, H. Gaspard & A. Ohle-Peters (Eds.), Optimierung schulischer Bildungsprozesse – What works? Dortmunder Symposium der Empirischen Bildungsforschung, Band 6 (p. 9-32). Münster: Waxmann.

Gaspard, H., Nagengast, B., & Trautwein, U. (2019). Erfassung von Wertüberzeugungen [Assessment of Value Beliefs]. In H. Gaspard, U. Trautwein & M. Hasselhorn (Eds.), Diagnostik und Förderung von Motivation und Volition [Assessment and Enhancement of Motivation and Volition] (p. 87-100). Göttingen: Hogrefe.

Gaspard, H., Hasselhorn, M., Nagengast, B., & Trautwein, U. (2019). Motivation und Volition im Schulalter: Einführung und Überblick. [Motivation and volition in school: Introduction and overview] In H. Gaspard, U. Trautwein & M. Hasselhorn (Eds.), Diagnostik und Förderung von Motivation und Volition [Assessment and Enhancement of Motivation and Volition] (p. 1-18). Göttingen: Hogrefe.

Gaspard, H., Parrisius, C., Nagengast, B., & Trautwein, U. (2019). Förderung von Wertüberzeugungen durch Nützlichkeitsinterventionen [Fostering value beliefs with relevance interventions]. In H. Gaspard, U. Trautwein & M. Hasselhorn (Eds.), Diagnostik und Förderung von Motivation und Volition [Assessment and Enhancement of Motivation and Volition] (p. 161-176). Göttingen: Hogrefe.

Trautwein, U., Nagengast, B., Roberts, B.W., & Lüdtke, O. (2019). Predicting academic effort: The conscientiousness x interest compensation (CONIC) model. In K.A. Renninger (Ed.), Cambridge Handbook on Motivation and Learning (p. 353-372). Cambridge: Cambridge University Press.

Nagengast, B., & Rose, N. (2018). Quantitative Bildungsforschung und Assessments. In R. Tippelt & B. Schmidt-Hertha (Eds.), Handbuch Bildungsforschung (4th ed.). Wiesbaden: Springer. doi: 10.1007/978-3-531-20002-6_28-1