Institute of Education

Publications

Journal Articles

2024

  • Fütterer, T., Hübner, N., Fischer, C. & Stürmer, K. (in press). Heading for new shores? Longitudinal participation patterns in teacher professional development. European Journal of Teacher Education.
  • Fabian, A., Fütterer, T., Backfisch, I., Lunova, E., Paravicini, W., Hübner, N. & Lachner, A. (in press). Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments. Computers and Education.
  • Kohler, B., Bohl, T. & Hübner, N. (in press). Sechzehn Länder, sechzehn Bestimmungen? Aktuelle rechtliche Regelungen zur Benotung schriftlicher und mündlicher Leistungen an Gymnasien [Sixteen states, sixteen regulations? Current legal regulations on grading practices of written and oral performance in high-track schools]. Zeitschrift für Pädagogik.
  • Schwerter, J., Netz, N. & Hübner, N. (in press). Does instructional time at school influence study time at university? Evidence from an instructional time reform. Economics of Education Review.
  • Meyer, J., Scharf, J., Daumiller, M. & Hübner, N. (in press). How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value bBeliefs in the school context. Social Psychology of Education.
  • Hübner, N., Jansen, M., Stanat, P., Bohl, T. & Wagner, W. (2024). Alles eine Frage des Bundeslandes? Eine mehrebenenanalytische Betrachtung der eingeschränkten Vergleichbarkeit von Schulnoten [All a matter of state? A multilevel perspective on the limited comparability of school grades]. Zeitschrift für Erziehungswissenschaft, 27, 517-549. https://doi.org/10.1007/s11618-024-01216-9
  • Meyer, J., Fleckenstein, J., Krüger, M., Keller, S.D., & Hübner, N. (2024). Read at home to do well at school: Informal reading predicts achievement and motivation in English as a foreign language. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1289600
  • Gruijters, R.J., Raabe, I.J. & Hübner, N. (2024). Socio-emotional skills and the rich-poor learning gap. Sociology of Education, 97(2), 120-147. https://doi.org/10.1177/00380407231216424

2023

  • Hui, B., Ma, W. M., & Hübner, N. (2023). Alternatives to traditional outcome modelling approaches in applied linguistics: A primer on propensity score matching. Research Methods in Applied Linguistics, 2(3),100066.  https://doi.org/10.1016/j.rmal.2023.100066
  • Zitzmann, S., Machts, N., Hübner, N., Schauber, S., Möller, J., & Lindner, C. (2023). The yet underestimated importance of communicating findings from educational trials to teachers, schools, school authorities, or policy makers (Comment on Brady et al. (2023)). Educational Psychology Review, 35(2).  https://doi.org/10.1007/s10648-023-09776-8
  • Hübner, N., Fahrbach, T., Lachner, A., & Scherer, R. (2023). What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school. Computers & Education, 204, 104847. https://doi.org/10.1016/j.compedu.2023.104847
  • Fleischmann, M., Hübner, N., Nagengast, B., & Trautwein, U. (2023). Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement. Learning and Instruction, 58, 101753. https://doi.org/10.1016/j.learninstruc.2023.101753
  • 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, 1-45. https://doi.org/10.1007/s10648-023-09724-6
  • Fütterer, T., van Waveren, L., Hübner, N., Fischer, C., & Sälzer, C. (2023). I can’t get no (job) satisfaction? Differences in teachers’ job satisfaction from a career pathways perspective. Teaching and Teacher Education. 121, 103942. https://doi.org/10.1016/j.tate.2022.103942
  • Meyer, J., Jansen, T., Hübner, N., & Lüdtke, O. (2023). Disentangling the association between Big Five personality traits and student achievement: Meta-analytic evidence on the role of domain specificity and achievement measures. Educational Psychology Review, 35. https://doi.org/10.1007/s10648-023-09736-2
  • Bardach, L., Hübner, N., Nagengast, B., Trautwein, U., & von Stumm, S. (2023). Personality, Intelligence, and Academic Achievement: Charting their Developmental Interplay. Journal of Personality. https://doi.org/10.1111/jopy.12810

2022

  • Ludewig, U., Hübner, N., & Schröder, S. (2022). Vocabulary, text coverage and the lexical threshold in elementary school reading comprehension. Reading and Writing. https://doi.org/10.1007/s11145-022-10385-0
  • 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, 1760– 1776. https://doi.org/10.1111/cdev.13817
  • Hübner N., Wagner W., Meyer J., & Watt H.M.G. (2022). To those who have, more will be given? Effects of an instructional time reform on gender disparities in STEM subjects, stress, and health. Frontiers in Psychology, 13, 816358. https://doi.org/10.3389/fpsyg.2022.816358
  • 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. https://doi.org/10.1037/edu0000571
  • Fleischmann, M., Hübner, N., Marsh, H., 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

2021

  • Fleischmann, M., Hübner, N., Marsh, H.W., Trautwein, U., & Nagengast, B. (2021). Investigating the association between grading on a curve and the big fish little pond effect: A large-scale quasi-experimental study. International Journal of Educational Research. 110, 101853. https://doi.org/10.1016/j.ijer.2021.101853
  • Hübner, N., Fischer, C., Fishman, B., Lawrenz, F., & Eisenkraft, A. (2021). One program fits all? Patterns and outcomes of professional development during a large-scale reform in a high-stakes science curriculum, AERA Open, 7, 233285842110286. https://doi.org/10.1177/23328584211028601
  • Savage, C., Hübner, N., Biewen, M., Nagengast, B., & Polikoff, M. S. (2021). Social studies textbook effects: Evidence from Texas. AERA Open, 7. https://doi.org/10.1177/2332858421992345
  • Hübner, N., Savage, C., Gräsel, C., & Wacker, A. (2021). Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany. Journal of Curriculum Studies, 53(6), 802-820. https://doi.org/10.1080/00220272.2020.1870714
  • Braeuning, 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. https://doi.org/10.1016/j.cogdev.2021.101008
  • Savage, C., Ayaita, A., Hübner, N., & Biewen, M. (2021). Who chooses teacher education and why? Evidence from Germany. Educational Researcher, 50(7), 483-487. https://doi.org/10.3102/0013189X211000758
  • 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

  • Usslepp, N., Hübner, N., 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
  • 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 ;

2019

  • Usslepp, N., Baeriswyl, F., Hübner, N., Nagengast, B., & Trautwein, U. (2019). Übergänge nach der Sekundarstufe I: “Korrekturen von zugewiesenen Bildungswegen“, aber Resultat langgehegter Bildungsaspirationen? Zeitschrift für Erziehungswissenschaft, 20, 695-720. https://doi.org/10.1007/s11618-019-00879-z
  • 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, 32–42. https://doi.org/10.1177/0956797618806298
  • 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 on achievement and motivation. School Effectiveness and School Improvement, 30, 261–285.
  • https://doi.org/10.1080/09243453.2018.1504801

2017 & 2018

  • 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, 1701–1710. https://doi.org/10.1021/acs.jchemed.8b00151 
  • 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, 993–1009. https://doi.org/10.1037/edu0000183
  • Hübner, N., Wagner, W., Kramer, J., Nagengast, B., & Trautwein, U. (2017). Die G8-Reform in Baden-Württemberg: Leistungen, Wohlbefinden und Freizeitverhalten vor und nach der Reform. Zeitschrift für Erziehungswissenschaft, 20, 748-771. https://doi.org/10.1007/s11618-017-0737-3

Technical Reports

  • Fischer, L., Rieger, S., Hübner, N., Oschatz, K., Kramer, J., & Wagner, W. (2020). NEPS Technical Report for Scientific Thinking: Scaling Results for the 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 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.

Further Publications

  • Wacker, A., Ziener, G., & Hübner, N. (2022). Warum Bildungspläne? Eine Einführung in das Themenfeld mit begrifflichen Klärungen, Begründungen, historischen Linien und Entscheidungsebenen. Lehren und Lernen, 48, 4-7.
  • Hübner, N. & Wacker, A. (2022). Wie beurteilen Lehrer/innen den Bildungsplan 2016? Befunde der Begleitforschung von 2018 in Baden-Württemberg. Lehren und Lernen, 48, 8-12.
  • Hoffmann, L., Hübner, N., Neumann, M. & Schröter, P. (2022). What if final examinations were simply canceled? Empirical findings on differences between final examinations and course grades in upper secondary school. In L. Hoffmann, P. Schröter, A. Groß, S. M. Schmid-Kühn & P. Stanat (Hrsg.), Das unvergleichliche Abitur. Entwicklungen - Herausforderungen - Empirische Analysen, S. 251–287. Bielefeld: wbv Media.
  • Wacker, A. & Hübner, N. (2022). Lehrpläne, Curricula und Bildungsstandards – Welchen Stellenwert haben sie für die Schul- und Unterrichtsentwicklung? In H. Steffens & H. Ditton (Hrsg.) Makroorganisatorische Vorstrukturierungen der Schulgestaltung (S.229-248). Bielefeld: wbv.
  • 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. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-23162-0_14
  • 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.