Hector-Institut für Empirische Bildungsforschung

Dr. Sven Rieger

Sven Rieger ist wissenschaftlicher Mitarbeiter am Hector-Institut für Empirische Bildungsforschung. Seine Forschungsinteressen umfassen das Zusammenspiel von motivationalen Faktoren und Persönlichkeitseigenschaften. Darüber hinaus befasst er sich mit Methoden zur längsschnittlichen Datenmodellierung sowie zur Schätzung von kausalen Effekten.

Adresse

Universität Tübingen
Hector-Institut für Empirische Bildungsforschung, 
Europastraße 6
72072 Tübingen
Raum 206

Kontakt

07071/29-74385
07071/29-5371

sven.riegerspam prevention@uni-tuebingen.de

 

Publikationen

In Bearbeitung

  • Grosz, M., Ayaita, A., Arslan, R. C., Buecker, S., Ebert, T., Müller, S., Rieger, S., Zapko-Willmes, Alexandra, & Rohrer, J. M. (preprint). Natural Experiments: Missed Opportunities for Causal Inference in Psychology. https://doi.org/10.31234/osf.io/dah3q 
  • Stoll, G., Rieger, S., Nagengast, B., Trautwein, U., & Lüdtke, O. (revise and resubmit). Decomposing stable, slowly changing and situation-specific sources of variance in vocational interests: Results from STARTS models. Journal of Research in Personality
  • Bareis, A., Spengler, M., Rieger, S., Morell, M., Yang, J., S., Nagengast, B., Trautwein, U., & Wigfield, A. (submitted). Examining the Conscientiousness × Interest Compensation (CONIC) Model With Similar Constructs in High School and College Students. Journal of Research in Personality
  • Gfrörer, T., Stoll, G., Rieger, S., & Nagengast, B. (submitted). The Effects of Out-of-School Engagement in Science on Adolescents’ Vocational Interests, Occupational Aspirations, Competencies, School Grades, and Ability Self-Concepts. Journal of Educational Psychology

Zeitschriftenartikel

  • 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
  • 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, Article 08902070211035630. https://doi.org/10.1177/08902070211035630
  • 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  
    *geteilte Erstautorenschaft
  • Braun, L., Göllner, R., Rieger, S., Trautwein, U., & Spengler, M. (2021). How state and trait versions of self-esteem and depressive symptoms affect their interplay: A longitudinal experimental investigation. Journal of Personality and Social Psychology, 120(1), 206–225. https://doi.org/10.1037/pspp0000295
  • Wagner, W., Kropf, M., Kramer, J., Schilling, J., Berendes, K., Albrecht, R., Hübner, N., Rieger, S., Bachsleitner, A., Lühe, J., Nagy, G., Lüdtke, O., Jonkmann, K., Gruner, S., Maaz, K., & Trautwein, U. (2019). Upper Secondary Education in Academic School Tracks and the Transition from School to Postsecondary Education and the Job Market. In H.-P. Blossfeld & H.-G. Roßbach (Eds.), Edition ZfE. Education as a Lifelong Process (3), (pp. 253–276). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-23162-0_14

  • Mu, W., Luo, J., Rieger, S., Trautwein, U., & Roberts, B. (2019). The relationship between self-esteem and depression when controlling for neuroticism. Collabra: Psychology, 5(1), 11. https://doi.org/10.1525/collabra.204

  • Golle, J., Rose, N., Göllner, R., Spengler, M., Stoll, G., Hübner, N., Rieger, S., Trautwein, U., Roberts, B. W., & Nagengast, B. (2019). School or Work? The Choice May Change Your Personality. Psychological Science, 30(1), 32–42. doi:10.1177/0956797618806298
  • Nagengast, B., Rieger, S., Dörfler, T., & Schulz, A. (2019). Preregistration: Enhancing reading and math skills from grade 5 to 7: A cluster randomized controlled study of “Lesen macht stark” and “Mathe macht stark” in Baden-Württemberg. https://sreereg.icpsr.umich.edu/framework/pdf/index.php?id=2158
  • 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
  • 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 5 and 8. AERA Open, 3, 1-9. https://doi.org/10.1177/2332858417717691
  • 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
  • Rieger, S., Göllner, R., Trautwein, U., & Roberts, B. W. (2016). Low self-esteem prospectively predicts depression in the transition to young adulthood: A replication of Orth, Robins, and Roberts (2008). Journal of Personality and Social Psychology, 110, e16-e22. https://doi.org/10.1037/pspp0000037

 

Ausgewählte Konferenzbeiträge

  • Rieger, S., Lüdtke O., Trautwein, U., & Nagengast, B. (2021). The effects of covariate selection on the results of marginal structural models. In: S. E. Stallasch, L. K. Keller, & M. Brunner, (Chairs), From tools to theories: Wie nehmen statistische Modelle Einfluss auf unseren Erkenntnisgewinn? [Symposium]. Thementagung „Methodische Herausforderungen in der Empirischen Bildungsforschung“ der Gesellschaft für empirische Bildungsforschung, digiGEBF21.

  • Trautwein, U., Rieger, S., Gaspard, H., Göllner, R., Spengler, M., Nagengast, B. & Roberts, B. W. (2020, Apr 17 - 21). How Personality and Motivational Variables Develop Over Time and Why They Predict Academic Outcomes [Symposium]. AERA Annual Meeting San Francisco, CA. http://tinyurl.com/wwoec22 (Conference Canceled)

  • Rieger, S., Göllner, R., Spengler, M., Roberts, B. W., Nagengast, B., & Trautwein, U. (2019, April). The Development of Students’ Academic Effort: The Unique and Combined Effects of Conscientiousness and Interest. Poster presented at the Annual Meeting of the American Educational Research Association (AERA). Toronto, Canada.

  • Rieger, S., Göllner, R. Dicke, T., Nagengast, B., & Trautwein, U. (2019, February). The prospective effects of class-average achievement on self-concept and achievement. Paper presented at the 7th meeting of the Association of Empirical Educational Research (GEBF). Köln, Germany.

  • Rieger, S., Göllner, R., Spengler, M., Roberts, B. W., Nagengast, B., & Trautwein, U. (2016, July). What is more stable in adolescence, personality traits or motivational constructs? Paper presented at the 18th Annual Meeting of the European Association of Personality Psychology (EAPP), Timisoara, Romania.
  • Rieger, S., Göllner, R., Spengler, M., Roberts, B. W., Nagengast, B., & Trautwein, U. (2016, March). Schätzung von trait-state Varianzkomponenten und Stabilitäten für Anstrengungsbereitschaft, Interesse und Gewissenhaftigkeit [Estimation of trait-state variance components and stabilities for academic effort, interest, and conscientiousness]. Poster presented at the 4thAnnual Meeting of the Association of Empirical Educational Research (GEBF), Berlin, Germany.
  • Rieger, S., Göllner, R., Zettler, I., & Trautwein, U. (2015). Die Bedeutung sozialer und dimensionaler Vergleiche für das Selbstkonzept von Drittklässlern [The importance of social and dimensional comparisons for the self-concept of third graders].Paper presented at the 3rd meeting of the Association of Empirical Educational Research (GEBF), Bochum, Germany.
  • Rieger, S., Zettler, I., Göllner, G., Trautwein, U., & Hasselhorn, M. (2012). Weniger Interesse durch gute Mitschüler? Eine Studie zum Zusammenspiel von Leistung, Selbstkonzept und Interesse [Less interest through good schoolmates? – A study of the interplay of academic performance, self concept and interest]. Poster presented at the 48th meeting of the Congress of the Germany Society for Psychology (DGPs), Bielefeld, Germany.

Technical Reports

  • Fischer, L., Rieger, S., Hübner, N., Oschatz, K., Kramer, J., & Wagner, W. (2020). NEPS Technical Report for Scientific Thinking: Scaling results of starting cohorts 3 (wave 9) and 4 (wave 7) in 12th grade. (NEPS Survey Paper No. 66). Bamberg: Leibniz-Institute for Educational Trajectories, National Educational Panel Study.

  • Rieger, S., Hübner, N., & Wagner, W. (2018). NEPS Technical Report for Biological Competence: Scaling results for the Additional Study Thuringia (NEPS Survey Paper No. 41). Bamberg: Leibniz-Institute for Educational Trajectories, National Educational Panel Study.

  • Rieger, S., Hübner, N., & Wagner, W. (2018). NEPS Technical Report for Physics Competence: Scaling results for the Additional Study Thuringia (NEPS Survey Paper No. 40). Bamberg: Leibniz-Institute for Educational Trajectories, National Educational Panel Study.

  • Rieger, S., Hübner, N., & Wagner, W. (2018). NEPS Technical Report for English Reading: Scaling results for the Additional Study Thuringia (NEPS Survey Paper No. 39). Bamberg: Leibniz-Institute for Educational Trajectories, National Educational Panel Study.

  • Hübner, N., Rieger, S., & Wagner, W. (2016). NEPS Technical Report for Physics Competence: Scaling Results for the Additional Study Baden-Württemberg (NEPS Survey Paper No. 11). Bamberg: Leibniz Institute for Educational Trajectories, National Educational Panel Study.

  • Hübner, N., Rieger, S., & Wagner, W. (2016). NEPS Technical Report for English Reading: Scaling Results for the Additional Study Baden-Württemberg (NEPS Survey Paper No. 10). Bamberg: Leibniz Institute for Educational Trajectories, National Educational Panel Study.
  • Hübner, N., Rieger, S., & Wagner, W. (2016). NEPS Technical Report for Biological Competence: Scaling Results for the Additional Study Baden-Württemberg (NEPS Survey Paper No. 9). Bamberg: Leibniz Institute for Educational Trajectories, National Educational Panel Study.

Curriculum Vitae

Seit 08/2014
Wissenschaftlicher Mitarbeiter

Hector-Institut für Empirische Bildungsforschung, Universität Tübingen

01/2018
Promotion (Dr. rer. nat.)

Universität Tübingen

04/2017 - 05/2017
Forschungsaufenthalt bei Prof. Brent W. Roberts

University of Illinois at Urbana-Champaign, Champaign, USA

03/2017
Forschungsaufenthalt bei Prof. Jeffrey R. Harring

University of Maryland, USA

2015 - 2017
Externer Mitarbeiter

Nationalen Bildungspanel (Etappe 5)

2012 - 2014
Masterstudium Empirische Bildungsforschung und Pädagogische Psychologie (M.Sc.)

Universität Tübingen

2011 - 2014
Studentische/Wissenschaftliche Hilfskraft in der Abteilung Empirische Bildungsforschung und Pädagogische Psychologie, Institut für Erziehungswissenschaft

Universität Tübingen

2011
Praktikum in der Abteilung Empirische Bildungsforschung und Pädagogische Psychologie, Institut für Erziehungswissenschaft

Universität Tübingen

2010 - 2011
Studentische Hilfskraft in der Abteilung Erwachsenenbildung/Weiterbildung, Institut für Erziehungswissenschaft

Universität Tübingen

2009 - 2012
Bachelorstudium Erziehungswissenschaft (B.A.)

Universität Tübingen