Prof. Dr. Benjamin Nagengast

• 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. https://doi.org/10.1080/00220973.2017.1289359
• 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.
• Gaspard., H., Dicke, A.-L., Flunger, B., Brisson, B.M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51, 1226-1240. https://doi.org/10.1037/dev0000028 Volltext
• Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107, 663-677. https://doi.org/10.1037/edu0000003 Volltext
• 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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1037/a0027697 Volltext
• Nagengast, B., Marsh, H.W., Scalas, L.F., Xu, M., 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. https://doi.org/10.1177/0956797611415540
• Marsh, H.W., Nagengast, B. , & Morin, A.J.S. (2013). Measurement invariance of Big-Five factor structure over the life span: Exploratory structural equation modelling tests of gender, age, plasticity, maturity and La Dolce Vita effects. Developmental Psychology, 49, https://doi.org/10.1037/a0026913 Volltext

In press

• Stoll, G., Rieger, S., Nagengast, B., Trautwein, U., & Rounds, J. (in press). Stability and change in vocational interests after graduation from high school: A six-wave longitudinal study. Journal of Personality and Social Psychology. Advance online publication. https://doi.org/10.1037/pspp0000359
• Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C.S. (in press). 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. (Preprint available under https://doi.org/10.31234/osf.io/ahj3m)
• Hübner, N., Spengler, M., Nagengast, B., Borghans, L., Schils, T., & Trautwein, U. (in press). 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. (Preprint available under https://doi.org/10.31234/osf.io/khxp4)
• Savage, C., Hübner, N., Biewen, M., Nagengast, B., & Polikoff, M. S. (in press). Social studies textbook effects: Evidence from Texas. AERA Open.
• Bar-Kochva, I., Vágvölgyi, R., Dresler, T., Nagengast, B., Schröter, H., Schrader, J., & Nuerk, H.-C. (in press). Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography. Reading and Writing.
• Bräuning, D., Hornung, C., Hoffmann, D., Lambert, K., Ugen, S., Fischbach, A., Schiltz, C. Hübner, N., Nagengast, B., & Moeller, K. (in press). Long-term relevance and interrelation of symbolic and non-symbolic abilities in mathematical-numerical development: Evidence from large-scale assessment data. Cognitive Development.
• Menkor, M., Sassenberg, K., van Laar, C., & Nagengast, B. (in press). The fit between dignity self-construal and independent university norms: Effects on social belonging, well-being, and academic success. European Journal of Social Psychology. https://doi.org/10.1002/ejsp.2717
• Parrisius, C., Gaspard, H., Flunger, B., Trautwein, U., & Nagengast, B. (in press). 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.] Zeitschrift für Erziehungswissenschaft.

2022

• Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B. W. (2022). The persistence of students’ academic effort: The unique and combined effects of conscientiousness and individual interest. Learning and Instruction, 80(4), 101613. https://doi.org/10.1016/j.learninstruc.2022.101613

2021

• 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. https://doi.org/10.1080/00220973.2019.1652137
• 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

2020

• 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. https://doi.org/10.1007/s11618-019-00922-z
• 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. https://doi.org/10.1016/j.lindif.2020.101836
• 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. https://doi.org/10.1007/s11618-019-00923-y
• 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. https://doi.org/10.1037/edu0000351
• Parrisius, C., Gaspard, H., Trautwein, U., & Nagengast, B. (2020). The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? Contemporary Educational Psychology, 62, Article 101891. https://doi.org/10.1016/j.cedpsych.2020.101891
• 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, 70, Article 101185. https://doi.org/10.1016/j.appdev.2020.101185
  *both authors contributed equally to this work
• 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(2), 271–287. https://doi.org/10.1037/edu0000379
• 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. https://doi.org/10.1111/jopy.12547
• Wille, E., Stoll, G., Gfrörer, T., Cambria, J., Nagengast, B., & Trautwein, U. (2020). It Takes Two: Expectancy-Value Constructs and Vocational Interests Jointly Predict STEM Major Choices. Contemporary Educational Psychology, 61, 101858. https://doi.org/10.1016/j.cedpsych.2020.101858 

2019

• Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2019). Using multilevel mixture models in educational research: An illustration with homework research. Journal of Experimental Education. https://doi.org/10.1080/00220973.2019.1652137
• 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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/10.1177/0956797618806298

2018

• Nagy, G., Nagengast, B., Frey, A., Becker, M., & Rose, N. (2018). 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. Advance online publication. https://doi.org/10.1080/0969594X.2018.1449100
• Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., Harring, J.R., & Roberts, B.W. (2018). The effects of getting a new teacher on the consistency of personality. Journal of Personality, 00, 1-16. Advance online publication. https://doi.org/10.1111/jopy.12410 
• 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(11), 1785-1796. https://doi.org/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(3), 524-545 https://doi.org/10.1037/met0000113
• Hübner, N., Wagner, W., Nagengast, B., & Trautwein, U. (2018). 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. https://doi.org/10.1080/09243453.2018.1504801 
• 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.
• 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. https://doi.org/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. https://doi.org/10.1080/19345747.2017.1402396
• 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. https://doi.org/10.1027/1864-9335/a000325
• 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. https://doi.org/10.1080/00220973.2017.1289359
• 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 multiple domains. Contemporary Educational Psychology, 52, 1-14. https://doi.org/10.1016/j.cedpsych.2017.10.003

2017

• Lösch, T., Kelava, A., Nagengast, B., Trautwein, U., & Lüdtke, O. (2017). Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement. Learning and Instruction, 52(12), 80-89. https://doi.org/10.1016/j.learninstruc.2017.05.001
• Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2017). A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type. Contemporary Educational Psychology, 48, 1-15. https://doi.org/10.1016/j.cedpsych.2016.07.002
• Itzek-Greulich, H., Flunger, B., Vollmer, C., Nagengast, B., Rehm, M., & Trautwein, U. (2017). Effectiveness of lab-work learning environments in and out of school: A cluster randomized study. Contemporary Educational Psychology, 48, 98-115. https://doi.org/10.1016/j.cedpsych.2016.09.005
• Stoll, G., Rieger, S., Lüdtke, O., Nagengast, B., Trautwein, U., Roberts, B.W. (2017). 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. Journal of Personality and Social Psychology, 113, 167-184. https://doi.org/10.1037/pspp0000117
• Huber, S., Dietrich, J.F., Nagengast, B., & Moeller, K. (2017). Using propensity score matching to construct experimental stimuli. Behavior Research Methods, 49, 1107-1119. https://doi.org/10.3758/s13428-016-0771-8 
• Weich, M., Kramer, J., Nagengast, B., & Trautwein, U. (2017). Studienstart: Dual gleich genial? Unterschiede in Studieneingangsvoraussetzungen bei Studienanfängern in dualen und nicht dualen Studiengängen an bayerischen Hochschulen für angewandte Wissenschaften. Zeitschrift für Erziehungswissenschaft, 20, 748-771. https://doi.org/10.1007/s11618-016-0717-z
• Hübner, N., Wagner, W., Kramer, J., Nagengast, B., & Trautwein, U. (2017). Die G8-Reform in Baden-Württemberg: Kompetenzen, Wohlbefinden und Freizeitverhalten vor und nach der Reform. Zeitschrift für Erziehungswissenschaft, 20, 748-771. https://doi.org/10.1007/s11618-017-0737-3
• Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B.W. (2017). Social cognitive constructs are just as stable as the Big Five between grades five and eight. AERA Open, 3, 1-9. https://doi.org/10.1177/2332858417717691
• Lösch, T., Lüdtke, O., Robitzsch, A., Kelava, A., Nagengast, B., & Trautwein, U., (2017). A well-rounded view: Using an interpersonal approach to predict achievement by academic self-concept and peer ratings of competence. Contemporary Educational Psychology, 51, 198-208.
• Hübner, N., Wille, E., Cambria, J.M., Oschatz, K., Nagengast, B., & Trautwein, U. (2017). Maximizing gender equality in STEM by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM. Journal of Educational Psychology, 109, 993-1009. https://doi.org/10.1037/edu0000183
• Göllner, R., Damian, R., Rose, N., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B.W. (2017). Is doing your homework associated with becoming more conscientious? Journal of Research on Personality, 71, 1-12. https://doi.org/10.1016/j.jrp.2017.08.007
• Brisson, B.M., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short intervention, lasting effects: Promoting students’ math competence beliefs, effort, and achievement. American Educational Research Journal, 54, 1048-1078. https://doi.org/10.3102/0002831217716084
• Häfner, I., Flunger, B., Dicke, A.-L., Gaspard., H., Brisson, B.M., Nagengast, B., & Trautwein, U. (2017). Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions. Developmental Psychology, 53, 1522-1539. https://doi.org/10.1037/dev0000337
• Rose, N., von Davier, M., & Nagengast, B. (2017). Modeling omitted and not-reached items in IRT models. Psychometrika, 82, 795-819. https://doi.org/10.1007/s11336-016-9544-7
• Cambria, J.M., Brandt, H., Trautwein, U., & Nagengast, B. (2017). Frame-of-reference effects on values in mathematics - Evidence from German secondary school students. ZDM Mathematics Education, 49, 435-447. https://doi.org/10.1007/s11858-017-0841-0 
• Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. https://doi.org/10.1016/j.cedpsych.2016.09.003

2016

• Guo, J. Nagengast, B., Marsh, H.W., Kelava, A., Gaspard, H., Brandt, H., Cambria, J.M., Flunger, B., Dicke A.-L., Häfner, I., Brisson, B. M., & Trautwein, U. (2016). Probing the unique contributions of self-concept, task values and their interactions using multiple value facets and multiple academic outcomes. AERA Open, 2, No. 1, 1-20. https://doi.org/10.1177/2332858415626884
• Gaspard., H., Dicke, A.-L., Flunger, B., B Nagengast, B. (2016). Side effects of motivational interventions? Effects of a motivational intervention in math classrooms on motivation in verbal domains. AERA Open, 2, No. 2, 1-14. https://doi.org/10.1177/2332858416649168

2015

• Rose, N., von Davier, M., & Nagengast, B. (2015). Commonalities and differences in IRT-based methods for nonignorable item-nonresponses. Psychological Test and Assessment Modeling, 57, 472-498. Open Access
• Flunger, B., Trautwein, U., Nagengast, B., Lüdtke, O., Niggli, A., & Schnyder, I. (2015). The Janus-Faced Nature of Time Spent on Homework: Using latent profile analyses to predict academic achievement over a school year. Learning and Instruction, 39, 97-106. https://doi.org/10.1016/j.learninstruc.2015.05.008
• Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., Schmitz, B., & Trautwein, U. (2015). Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement. Contemporary Educational Psychology, 41, 1-12. https://doi.org/10.1016/j.cedpsych.2014.10.006
• Marsh, H.W., Lüdtke, O., Nagengast, B., Trautwein, U., Abduljabbar, A.S., Abdelfattah, F., & Jansen, M. (2015). Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains. Learning and Instruction, 35, 16-32. https://doi.org/10.1016/j.learninstruc.2014.08.005
• Itzek-Greulich, H., Flunger, B., Vollmer, C., Nagengast, B., Rehm, M., & Trautwein, U. (2015). Effects of a science center outreach lab on school students' achievement - Are student lab visits needed when they teach what students can learn at school? Learning and Instruction, 38, 43-52. https://doi.org/10.1016/j.learninstruc.2015.03.003
• Televantou, I., Marsh, H.W., Kyriakides, L., Nagengast, B., Fletcher, J., & Malmberg, L.-E. (2015). Phantom effects in school composition research: Consequences of failure to control biases due to measurement error in traditional multilevel models. School Effectiveness and School Improvement, 26, 75-101.  https://doi.org/10.1080/09243453.2013.871302
• Marsh, H.W., Abduljabbar, A.S., Parker, P., Morin, A.J.S., Abdelfattah, F., Nagengast, B., Möller, J., Abu-Hillal, M.M. (2015). The internal/external frame of reference model: Age-cohort and cross-national differences in paradoxical relations between TIMSS mathematics and science achievement, self-concept and intrinsic motivation. American Educational Research Journal, 52, 168-202. https://doi.org/10.3102/0002831214549453
• Marsh, H.W., Abduljabbar, A.S., Parker, P., Morin, A.J.S., Abdelfattah, F., Nagengast, B., Abu-Hillal, M.M. (2015). The Big-Fish-Little-Pond Effect: Generalizability of social comparison processes over two age cohorts from western, asian and middle-eastern islamic countries. Journal of Educational Psychology, 107, 258-271. https://doi.org/10.1037/a0037485
• Gaspard., H., Dicke, A.-L., Flunger, B., Brisson, B.M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51, 1226-1240. https://doi.org/10.1037/dev0000028 Full Text
• Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107, 663-677. https://doi.org/10.1037/edu0000003 Full Text

2014

• 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. https://doi.org/10.1037/a0035615
• Kelava, A., Nagengast, B., & Brandt, H. (2014). A nonlinear structural equation mixture modeling approach for non-normally distributed latent predictor variables. Structural Equation Modeling, 21, 468-481.  https://doi.org/10.1080/10705511.2014.915379
• Mayer, A., Nagengast, B., Fletcher, J., & Steyer, R. (2014). Analyzing average and conditional effects with multigroup multilevel structural equation models. Frontiers in Psychology, 5, 304. https://doi.org/10.3389/fpsyg.2014.00304
• Morin, A.J.S., Marsh, H.W., & Nagengast, B., & Scalas, L.F. (2014). Doubly latent multilevel analyses of classroom climate: An illustration. Journal of Experimental Education, 82, 143-167. https://doi.org/10.1080/00220973.2013.769412
• Schurtz, I.M., Pfost, M., Nagengast, B., & Artelt, C. (2014). The impact of social and dimensional comparisons on student subject-interest in mathematics and english. Learning and Instruction, 34, 32-41. https://doi.org/10.1016/j.learninstruc.2014.08.001
• Schreier, B., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Lüdtke, O., Nagengast, B., & Trautwein, U. (2014). Der Wert der Mathematik im Klassenzimmer: Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler. Zeitschrift für Erziehungswissenschaft, 17, 225-255. https://doi.org/10.1007/s11618-014-0537-y
• Dumont, H., Trautwein, U., Nagy, G., & Nagengast, B. (2014). Quality of parental homework involvement: Predictors and reciprocal relationships with academic performance. Journal of Educational Psychology, 106, 144-161. https://doi.org/10.1037/a0034100
• Scalas, L.F., Marsh, H.W., Morin, A.J.S., & Nagengast, B., & (2014). Why is support for the Jamesian actual-ideal discrepancy model so elusive? A new latent variable approach. Personality and Individual Differences, 69, 62-68. https://doi.org/10.1016/j.paid.2014.05.010
• Scalas, L.F., Morin, A.J.S., Marsh, H.W., & Nagengast, B. (2014). Importance models of the physical self: Improved methodology fails to support the Jamesian model and provides support for a normative importance model. European Journal of Social Psychology, 44, 154-174. https://doi.org/10.1002/ejsp.2001
• Thomas, I.T., Marsh, H.W., Gonzalez-Roma, V., Valls, V., & Nagengast, B. (2014). Testing Measurement invariance across Spanish and English versions of the Physical Self-Description Questionnaire (PSDQ): an application of Exploratory Structural Equation Modeling. Journal of Sports and Exercise Psychology, 36, 179-88. https://doi.org/10.1123/jsep.2013-0070
• Marsh, H. W., Abduljabbar, A. S., Parker, P. D., Morin, A. J. S., Abdelfattah, F., & Nagengast, B. (2014). The Big-Fish-Little-Pond Effect in Mathematics: A cross-cultural comparison of U.S. and Saudi Arabian TIMSS responses. Journal of Cross-Cultural Psychology, 45, 777–804. https://doi.org/10.1177/0022022113519858

2013

• 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.  https://doi.org/10.1080/00273171.2013.775060
• Nagengast, B., Marsh, H.W., & Hau, K.-T. (2013). Effects of single-sex schooling in high school: A comparison of analysis of covariance and propensity score methods. Sex Roles. https://doi.org/10.1007/s11199-013-0261-8
• Marsh, H.W., Nagengast, B. , & Morin, A.J.S. (2013). Measurement invariance of Big-Five factor structure over the life span: Exploratory structural equation modelling tests of gender, age, plasticity, maturity and La Dolce Vita effects. Developmental Psychology, 49, 1194-1218. https://doi.org/10.1037/a0026913
• Marsh, H.W., Lüdtke, O., Nagengast, B. , Morin, A.J.S., & von Davier, M. (2013). Why item parcels are (almost) never appropriate: Two wrongs do not make a right—camouflaging misspecification with item parcels in CFA models. Psychological Methods, 18, 257-284. https://doi.org/10.1037/a0032773
• Friedrich, A., Jonkmann, K., Nagengast, B. , Schmitz, B., & Trautwein, U. (2013). Teacher and student perceptions of self-regulation and math competence: Differentiation and agreement. Learning and Individual Differences, 27, 26-34. https://doi.org/10.1016/j.lindif.2013.06.005
• Arens, A.K., Yeung, A.S., Nagengast, B., & Hasselhorn, M. (2013). Relations between self-worth and academic self-concept of German elementary and secondary school students. Educational Psychology.  https://doi.org/10.1080/01443410.2013.772772
• Scalas, L.F., Marsh, H.W., Nagengast, B., & Morin, A.J.S. (2013). Latent variable approaches to the Jamesian model of importance weighted-averages. Personality and Social Psychology Bulletin, 39, 100-114. https://doi.org/10.1177/0146167212465321
• Morin, A.J.S., Maïano, C., Marsh, H.W., Nagengast, B. , & Janosz, M. (2013). School life and adolescents’ self-esteem trajectories. Child Development, 84, 1967-1988. https://doi.org/10.1111/cdev.12089
• Marsh, H.W., Abduljabbar, A.S., Abu-Hilal, M., Morin, A.J.S., Abdelfattah, F., Leung, K.C., Xu, M.K., Nagengast, B., & Parker, P. (2013). Factor structure, discriminant and convergent validity of TIMSS math and science motivation measures: A comparison of USA and Saudi Arabia. Journal of Educational Psychology, 105, 108-128. https://doi.org/10.1037/a0029907

2012

• 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. Advance online publication. https://doi.org/10.1037/a0027697
• Kelava, A., & Nagengast, B. (2012). A Bayesian model for the estimation of latent interaction and quadratic effects when latent variables are non-normally distributed. Multivariate Behavioral Research, 47, 717-742.
• Marsh, H.W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A.J.S., Adbuljabbar, A., & Köller, O. (2012). Classroom climate and contextual effects. Methodological issues in the evaluation of group-level effects. Educational Psychologist, 47, 106-124.
• Trautwein, U., Marsh, H.W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study. Journal of Educational Psychology, 104, 763-777. https://doi.org/10.1037/a0027470

2011

• Nagengast, B., Marsh, H.W., Scalas, L.F., Xu, M., 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.
• Nagengast, B., & Marsh, H.W. (2011). The negative effect of school-average ability on science self-concept in the UK, the UK countries, and the world: The Big-Fish-Little-Pond-Effect for PISA 2006. Educational Psychology, 31, 629-656.
• Marsh, H.W., Nagengast, B., Morin, A.J.S., Parada, R.H., Craven, R.G., & Hamilton, L. (2011). The multidimensional structure of bullying and victimization: An application of exploratory structural equation modelling. Journal of Educational Psychology, 103, 701-732.
• Marsh, H.W., Nagengast, B., Fletcher, J., & Televantou, I. (2011). Assessing educational effectiveness. Policy implications from diverse areas of reseach. Fiscal Studies, 32, 279-295.
• Morin, A.J.S., Maïano, C., Nagengast, B., Marsh, H.W., Morizot, J., & Janosz, M. (2011). General growth mixture analysis of adolescents’ developmental trajectories of anxiety: The impact of untested invariance assumptions on substantive interpretations. Structural Equation Modeling, 18, 613-648.
• Marsh, H.W., Ginns, P., Morin, A.J.S., Nagengast, B., & Martin, A.J. (2011). Course Experience Questionnaire (CEQ): Use of student ratings to benchmark Australian universities. Journal of Educational Psychology, 103, 733-748.
• Marsh, H.W., Liem, G.A.D., Martin, A.J., Morin, A.J.S., & Nagengast, B. (2011). Measurement fruitfulness of exploratory structural equation modelling (ESEM) in addressing key substantive issues in motivation and engagement research. Journal of Psychoeducational Assessment.
• Morin, A.J.S., Maïano, C., Marsh, H.W., Janosz, M., & Nagengast, B. (2011). The longitudinal interplay of adolescents’ self-esteem and body image: A conditional autoregressive latent trajectory analysis. Multivariate Behavioral Research, 46, 157-201.

2010

• Marsh, H.W., Scalas, L.F., & Nagengast, B. (2010). Longitudinal tests of competing factor structures for the Rosenberg self-esteem scale: Traits, ephemeral artefacts, and stable response styles. Psychological Assessment, 22, 366-381.
• Marsh, H.W., Lüdtke, O., Muthén, B.O., Asparouhov, T., Morin, A.J.S., Trautwein, U., & Nagengast, B. (2010). A new look at the Big-Five factor structure through exploratory structural equation modelling. Psychological Assessment, 22, 471-491.

2009 und früher

• Marsh, H.W., Lüdtke, O., Robitzsch, A., Trautwein, U., Asparouhov, T., Muthén, B.O., & Nagengast, B. (2009). Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research, 44, 764-802.
• Walther, E., & Nagengast, B. (2006). Evaluative conditioning and the awareness issue: Assessing contingency awareness with the four-picture recognition test. Journal of Experimental Psychology: Animal Behavior Processes, 32, 454-459.
• Walther, E., Nagengast, B., & Trasselli, C. (2005). Evaluative conditioning and social psychology: Facts and speculations. Cognition and Emotion, 19, 175-196.

• Gaspard, H., Nagengast, B., & Trautwein, U. (2019). Erfassung von Wertüberzeugungen. In H. Gaspard, U. Trautwein & M. Hasselhorn (Eds.), Diagnostik und Förderung von Motivation und Volition (p. 87-100). Göttingen: Hogrefe.
• Gaspard, H., Hasselhorn, M., Nagengast, B., & Trautwein, U. (2019). Motivation und Volition im Schulalter: Einführung und Überblick. In H. Gaspard, U. Trautwein & M. Hasselhorn (Eds.), Diagnostik und Förderung von Motivation und Volition (p. 1-18). Göttingen: Hogrefe.
• Gaspard, H., Parrisius, C., Nagengast, B., & Trautwein, U. (2019). Förderung von Wertüberzeugungen durch Nützlichkeitsinterventionen. In H. Gaspard, U. Trautwein & M. Hasselhorn (Eds.), Diagnostik und Förderung von Motivation und 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
• Nagy, G., Nagengast, B., Frey, A., Becker, M., & Rose, N. (2016). Itempositionseffekte in Large-Scale-Assessments. In Bundesministerium für Bildung und Forschung (Ed.), Forschung in Ankopplung an Large-Scale Assesments (p. 121-139). Berlin: Bundesministerium für Bildung und Forschung.
• Göllner, R., Wagner, W., Klieme, W., Lüdtke, O., Nagengast, B., & Trautwein, U. (2016). Erfassung der Unterrichtsqualität mithilfe von Schülerurteilen: Chancen, Grenzen und Forschungsperspektiven. In Bundesministerium für Bildung und Forschung (Ed.), Forschung in Ankopplung an Large-Scale Assesments (p. 63-82). Berlin: Bundesministerium für Bildung und Forschung.
• 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., & Trautwein, U. (2015). Advances in latent variable modeling in educational psychology. In E. Anderman & L. Corno (Eds.), APA Handbook of Educational Psychology (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
• Trautwein, U., Lüdtke, O., Nagengast, B., & Flunger, B. (2015). Why researchers’ time was spent inefficiently. Motivation is the key construct in homework research. In F. Guay, D.M. McInerney, R. Craven & H.W. Marsh (Eds.), International advances in self research (Volume 5).
 Self-concept, motivation and identity: Underpinning success with research and practice. New York: Information Age.
• Marsh, H.W., Möller, J., Parker, P., Xu, M.K., Nagengast, B., & Pekrun, R. (2015). Internal/external frame of reference model. In K. Salmelo-Aro & J.S. Eccles (Hrsg.), International Encyclopedia of Social and Behavioral Sciences (2nd ed.). Amsterdam: Elsevier.
• Nagengast, B., & Marsh, H.W. (2014). Motivation and engagement in science around the globe: Testing measurement invariance with multigroup structural equation models across 57 countries using PISA 2006. In L. Rutkowski, M. von Davier, & D. Rutkowski (Eds.), Analysis of International Large-Scale Assessment Data. New York: Taylor & Francis.
• Trautwein, U., Nagengast, B. , Marsh, H.W., Gaspard, H., Dicke, A.-L., Lüdtke, O., & Jonkmann, K. (2013). From expectancy-value theory to expectancy-values theory? In D.M. McInerney, R.G. Craven, H.W. Marsh & F. Guay (Eds.), Theory Driving Research: New Wave Perspectives on Self-Processes and Human Development (p. 233-249). New York: Information Age.
• Marsh, H.W., Hau, K.-T, Wen, Z., Nagengast, B., & Morin, A.J.S. (2013). Moderation. In T.D. Little (Ed.), The Oxford Handbook of Quantitative Methods - Vol. 2 (p.361-386). New York: Oxford University Press.
• Morin, A.J.S, Marsh, H.W., & Nagengast, B. (2013). Exploratory structural equation modeling. In G.R. Hancock & R.O. Mueller (Eds.), Structural Equation Modeling. A second course (2nd ed.) (p.395-438). Greenwich, CT: Information Age.
• Marsh, H.W., Wen, Z., Hau, K.-T., & Nagengast, B. (2013). Structural equation models of latent interaction and quadratic effects. In G.R. Hancock & R.O. Mueller (Eds.), Structural Equation Modeling. A second course (2nd ed.) (p.267-308). Greenwich, CT: Information Age.
• Marsh, H.W., Wen, Z., Nagengast, B., & Hau, K.-T. (2012). Structural equation models of latent interactions. In R.D. Hoyle (Ed.), Handbook of Structural Equation Modeling (p. 436-458.). New York: Guilford Press.