Dr. Nicolas Hübner

Nicolas Hübner is a research scientist at the Hector Research Institute of Education Sciences and Psychology.

Curriculum Vitae

since July 2014 Research scientist at the Hector Research Institute of Education Sciences and Psychology, University of Tübingen
2017 PhD (Dr. rer. nat.), University of Tübingen
2014-2017 External Employee of the National Educational Panel Study (NEPS)
2012-2014 Research assistant at the Center for Educational Science and Psychology (University of Tübingen)
2012-2014 Master's studies: Educational Science and Psychology at the University of Tübingen (M.Sc.)
2011-2012 Internships at the German Institute for International Educational Research (DIPF), Institute for School Development Research (IFS), Junior Research Group “Kleinkindforschung in Thüringen” (KIT)
2011-2012 Tutor for Statistics I / II at the Chair of Social, Organisational, and Economic Psychology (University of Erfurt)
2010 Student Assistant at the Chair of Pedagogical and Psychological Diagnostics and Differential Psychology (University of Erfurt)
2010 Semester abroad at the University of Jyväskylä, Finland (Psychology)
2008-2012 Bachelor's studies: Teaching, Learning, and Training Psychology (Major) and Education (Minor), University of Erfurt (B.A.)

Publications

Journal Articles

  • 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. (in press). Upper secondary education in academic school tracks and the transition from school to postsecondary education and the job market. Zeitschrift für Erziehungswissenschaft (Sonderheft, 2nd ed.).
  • Usslepp, N., Baeriswyl, F., Hübner, N., Nagengast, B., & Trautwein, U. (in press). 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.
  • Hübner, N., Wagner, W., Hochweber, J., Neumann, M., & Nagengast, B. (2019). Comparing apples and oranges: Curricular intensification reforms can change the meaning of students' grades! Journal of Educational Psychology. doi:10.1037/edu0000351
  • Golle, J., Rose, N., Göllner, R., Spengler, M., Stoll, G., Hübner, N., … Nagengast, B. (2019). School or Work? The Choice May Change Your Personality. Psychological Science, 30(1), 32–42. doi:10.1177/0956797618806298
  • 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 on achievement and motivation. School Effectiveness and School Improvement. doi:10.1080/09243453.2018.1504801   
  • Fischer, C., Eisenkraft, A., Fishman, B., Hübner, N., & Lawrenz, F. (2018). Adapting to the large-scale Advanced Placement Chemistry reform: An examination of teachers’ challenges and instructional practices. Journal of Chemical Education, 95(10), 1701–1710. doi:10.1021/acs.jchemed.8b00151
  • 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(4), 748-771. doi:10.1007/s11618-017-0737-3
  • Hübner, N., Wille, E., Cambria, J., Oschatz, K., Nagengast, B., & Trautwein, U. (2017). Maximizing gender equality by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM. Journal of Educational Psychology, 109(7), 993–1009. doi:10.1037/edu0000183

Technical Reports

  • 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 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.
  • 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.

Conference Contributions (Selected)

  • Hübner, N., Trautwein, U., & Nagengast, B. (2018). Studying abroad during high school: Determinants and effects. Paper presented at the Special Interest Group 18 & 23 Meeting of the European Association for Research on Learning and Instruction (EARLI), Groningen, Netherlands.
  • Hübner, N., Trautwein, U., & Nagengast, B. (2018). I’ll be off then. Central predictors of studying abroad during high-school. Paper presented at the German Society for Empirical Educational Research (GEBF) Meeting, Basel, Switzerland.
  • Hübner, N., Wagner, W., Nagengast, B., & Trautwein, U. (2017). Navigating through the storm of education reform: Effects of school leaders and school characteristics on changes in math achievement. Paper presented at the World Education Leadership Symposium (ELS), Zug, Switzerland.
  • Hübner, N., Wagner, W., Wille, E., Nagengast, B., & Trautwein, U. (2017). When reforms travel: Effects of the upper secondary school reform on the math achievement and math self-concept. Paper presented at the German Society for Empirical Pedagogical Research (AEPF) Meeting, Tübingen, Germany.
  • Hübner, N., Wagner, W., Wille, E., Nagengast, B. & Trautwein, U. (2016). Side-effects of Education Reforms? Achievement and Self-Concept before and after the Reform of Upper Secondary Schools in two German States. Paper presented at the Special Interest Group 18 & 23 Meeting of the European Association for Research on Learning and Instruction (EARLI), Oslo, Norway.
  • Hübner, N., Wagner, W., Wille, E., Nagengast, B. & Trautwein, U. (2016). Putting all students in one basket: Differential gender effects of a reform of curricular intensification in upper secondary school on achievement and motivation. Paper presented at the SPP 1946 Summer School of the National Educational Panel Study (NEPS), Bamberg, Germany.
  • Hübner, N., Wagner, W., Nagengast, B. & Trautwein, U. (2016). The Reform of Upper Secondary School in Thuringia: Differences regarding Student Achievement and Impact Factors on Course- and School Level Before and After the Reform. Paper presented at the German Society for Empirical Educational Research (GEBF) Meeting, Berlin, Germany.
  • Hübner, N., Wagner, W., Kramer, J., & Trautwein, U. (2015). The G8-Reform in Baden-Württemberg – Effects on Wellbeing, Private Tutoring and Leisure Time. Paper presented at the German Society for Empirical Educational Research (GEBF) Meeting, Bochum, Germany.

Further Publications

  • Wacker, A. & Hübner, N. (2019). Lehrpläne als Inputsteuerungsinstrumente: Forschungsbefunde und Gedanken zu ihrer Bedeutung für die neu auszurichtende Schulevaluation (Curricula as instruments for input oriented governance: Research findings and considerations regarding their relevance for the new alignment of school evaluations. In T. Stricker (Ed.). Zehn Jahre Fremdevaluation in Baden-Württemberg. Zwischenbilanz und Perspektiven. (Ten years of external evaluation in Baden-Württemberg. Intermediate results and perspectives) Wiesbaden: Springer.
  • Trautwein, U., Hübner, N., Wagner, W. & Kramer, J. (2015). Konsequenzen der G8-Reform – Zusammenfassung zentraler Befunde. Tübingen: Eberhard Karls Universität, Hector-Institut für Empirische Bildungsforschung.
  • Rose, N., Jonkmann, K., Hübner, N., Sälzer, C., Lüdtke, O. & Nagy, G. (2013). Durchführung und methodische Grundlagen der TRAIN-Studie. In: K. Jonkmann, N. Rose & U. Trautwein (Hrsg.), Tradition und Innovation: Entwicklungsverläufe an Haupt- und Realschulen in Baden-Württemberg und Mittelschulen in Sachsen - Abschlussbericht für die Länder Baden-Württemberg und Sachsen (S. 77-102). Tübingen: Projektbericht an die Kultusministerien der Länder.