Benjamin Nagengast

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Articles (20)

Collaborators (11)

Hanna Gaspard

Technische Universität Dortmund

Trudie Schils

University of Maastricht

Martin Hecht

Helmut Schmidt University

Nicolas Hübner

University of Tübingen

Ulrich Trautwein

Professor at University of Tübingen

University of Tübingen

Pia Schober

Eberhard Karls Universität Tübingen

Cora Parrisius

Junior Professor

Karlsruhe University of Education

Jessika Golle

University of Tübingen

Dajung Diane Shin

Research Professor

Korea University

Gjergji Kasneci

Wolfgang Wagner

University of Tübingen

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Benjamin Nagengast

Research Interests

Explore related searches

Contact this professor

Articles (20)

Collaborators (11)

Hanna Gaspard

Trudie Schils

Martin Hecht

Nicolas Hübner

Ulrich Trautwein

Pia Schober

Cora Parrisius

Jessika Golle

Dajung Diane Shin

Gjergji Kasneci

Wolfgang Wagner

Make your next move.

Benjamin Nagengast

Research Interests

Explore related searches

Contact this professor

Articles (20)

Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level

Efficacy of an intervention to promote spatial thinking skills

Using theory-informed learning analytics to understand how homework behavior predicts achievement.

Multilevel Multigroup Structural Equation Modeling In A Single-Level Framework

Economic competencies as part of 21st century skills and their relevance to predicting the choice of a study program

Stimulation beliefs, parental reading involvement, and social inequalities in children's language development

Domain Specificity of Procrastination in School

To Be Long or To Be Wide: How Data Format Influences Convergence and Estimation Accuracy in Multilevel Structural Equation Modeling

The effects of unstructured out-of-school engagement in science on adolescents’ vocational interests, occupational aspirations, competencies, school grades, and ability self-concepts.

Living in the Big Pond: Adding the Neighborhood as a Frame of Reference for Academic Self-Concept Formation

Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms

The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement

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

The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und Geschlecht

When academic achievement (also) reflects personality: Using the Personality-Achievement-Saturation-Hypothesis (PASH) to explain differential associations between achievement measures and personality traits

The persistence of students’ academic effort: The unique and combined effects of conscientiousness and individual interest

Reading to learn? The co‐development of mathematics and reading during primary school

What Is the Maximum Likelihood Estimate When the Initial Solution to the Optimization Problem Is Inadmissible? The Case of Negatively Estimated Variances

Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation.

Collaborators (11)

Hanna Gaspard

Trudie Schils

Martin Hecht

Nicolas Hübner

Ulrich Trautwein

Pia Schober

Cora Parrisius

Jessika Golle

Dajung Diane Shin

Gjergji Kasneci

Wolfgang Wagner

Make your next move.