Christoph Niepel
Biographic Data
| ID | 1278657 |
|---|---|
| NAME | Christoph Niepel |
| GIVEN NAMES | Christoph |
| FAMILY NAME | Niepel |
| SIGNATURE | NIEPEL C |
| AFFILIATIONS | University of Luxembourg |
| ORCID | 0000-0001-6376-7901 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Bayesian Hierarchical Moderated Factor Analysis for Testing Measurement Invariance in Multilevel Data: Model Development, Simulation Studies, and Experience Sampling Application
Understanding mean-level and intraindividual variability in state academic self-concept: The role of students’ trait expectancies and values
peer reviewed
Social and dimensional comparison effects in general and domain-specific test anxiety: A nested factor modeling approach
The generalized internal/external frame of reference (GI/E) model assumes social and dimensional achievement comparisons to form self-perceptions. These domain-specific comparisons have been shown to shape two facets of test anxiety (i.e., worry and emotionality) both directly and indirectly through academic self-concepts. However, examinations of such domain-specific relations have rarely integrated general components, although the hierarchical …
Religiosity predicts unreasonable coping with Covid-19
The present study explores the impact of religiosity during the time of the COVID-19 pandemic (March 2020). The focus is on associations between religiosity, coronavirus anxiety, and preventive behavior. Participants were 1,182 U.S. citizens (50% female;20-83 years of age). Highly religious participants scored higher on the somatic component of coronavirus anxiety (emotionality) but lower on the cognitive component (worry). With regard to prevent…
Associations of Lesbian and Gay Identity with Relationship Status and Satisfaction
Based on a multifactorial sexual orientation identity model, this study examined how lesbian and gay (LG) identity formation is associated with relationship status and relationship satisfaction. Data stem from a sample of 1,190 LG individuals (18–40 years; 47% female). Using a variable-centered approach, LG identity formation, as indicated by eight factors, was unrelated to relationship status (60% were in a relationship) but substantially relate…
Formation of academic self-concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model
BackgroundThe reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to…
Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments
14,604 Grade 9 and 10 students from Luxembourg. The questionnaire was developed by adapting and shortening an existing scale using an exhaustive search algorithm. The algorithm was specified to select the best item combination based on model fit, reliability, and measurement invariance across the German and French language versions. The resulting instrument showed the expected factorial structure. The relations of the facets with personality cons…
Students’ personality and state academic self-concept: Predicting differences in mean level and within-person variability in everyday school life
peer reviewed
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study
Academic self-concept and achievement have been found to be reciprocally related across time.However, existing research has focused on self-concept and achievement scores that have been averaged over long time-periods.For the first time, the present study examined intraindividual (within-person) relations between momentary (state) self-concept and lesson-specific perceived achievement (i.e., selfreported comprehension) in students' everyday schoo…
The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries
Wolff F, Sticca F, Niepel C, Götz T, Van Damme J, Möller J. The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries. Journal of Educational Psychology . 2021;113(8):1529-1549
Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes
Gender-equality paradoxes (GEPs) posit that gender gaps in math self-concepts (MSCs) are larger-not smaller-in countries with greater gender equality. These paradoxical results suggest that efforts to improve gender equality might be counterproductive. However, we show that this currently popular explanation of gender differences is an illusory, epi-phenomenon (485,490 students, 18,292 schools, 68 countries/regions). Between-country (absolute) me…
School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences
BACKGROUND: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. AIMS: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and …
The English and German versions of the Lesbian, Gay, and Bisexual Identity Scale: Establishing measurement invariance across nationality and gender groups
peer reviewed
Complex Problems in Entrepreneurship Education: Examining Complex Problem‐Solving in the Application of Opportunity Identification
In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem‐solving (CPS). OI, as a domain‐specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain‐general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to i…
Problem solving—facilitating the utilization of a concept towards lifelong education
Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes
Gender-equality paradoxes (GEPs) posit that gender gaps in math self-concepts (MSCs) are larger-not smaller-in countries with greater gender equality. These paradoxical results suggest that efforts to improve gender equality might be counterproductive. However, we show that this currently popular explanation of gender differences is an illusory, epi-phenomenon (485,490 students, 18,292 schools, 68 countries/regions). Between-country (absolute) me…
Formation of academic self-concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model
BackgroundThe reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to…
School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences
BACKGROUND: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. AIMS: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and …
The English and German versions of the Lesbian, Gay, and Bisexual Identity Scale: Establishing measurement invariance across nationality and gender groups
peer reviewed
Problem solving—facilitating the utilization of a concept towards lifelong education
Complex Problems in Entrepreneurship Education: Examining Complex Problem‐Solving in the Application of Opportunity Identification
In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem‐solving (CPS). OI, as a domain‐specific capability, is at the core of entrepreneurship research, whereas CPS is a more domain‐general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to i…
The English and German versions of the Lesbian, Gay, and Bisexual Identity Scale: Establishing measurement invariance across nationality and gender groups
peer reviewed
School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences
BACKGROUND: Positive school attitudes defined as students' school liking and school attachment are positively related to many desirable outcomes. Student-teacher relations have often been considered to be an important determinant of school attitudes. AIMS: Students' perceived teacher acceptance was used as an indicator for student-teacher relations. Using a longitudinal data set, we examined the developmental trajectories of school attitudes and …
The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries
Wolff F, Sticca F, Niepel C, Götz T, Van Damme J, Möller J. The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries. Journal of Educational Psychology . 2021;113(8):1529-1549
Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes
Gender-equality paradoxes (GEPs) posit that gender gaps in math self-concepts (MSCs) are larger-not smaller-in countries with greater gender equality. These paradoxical results suggest that efforts to improve gender equality might be counterproductive. However, we show that this currently popular explanation of gender differences is an illusory, epi-phenomenon (485,490 students, 18,292 schools, 68 countries/regions). Between-country (absolute) me…
Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments
14,604 Grade 9 and 10 students from Luxembourg. The questionnaire was developed by adapting and shortening an existing scale using an exhaustive search algorithm. The algorithm was specified to select the best item combination based on model fit, reliability, and measurement invariance across the German and French language versions. The resulting instrument showed the expected factorial structure. The relations of the facets with personality cons…
Students’ personality and state academic self-concept: Predicting differences in mean level and within-person variability in everyday school life
peer reviewed
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study
Academic self-concept and achievement have been found to be reciprocally related across time.However, existing research has focused on self-concept and achievement scores that have been averaged over long time-periods.For the first time, the present study examined intraindividual (within-person) relations between momentary (state) self-concept and lesson-specific perceived achievement (i.e., selfreported comprehension) in students' everyday schoo…
Religiosity predicts unreasonable coping with Covid-19
The present study explores the impact of religiosity during the time of the COVID-19 pandemic (March 2020). The focus is on associations between religiosity, coronavirus anxiety, and preventive behavior. Participants were 1,182 U.S. citizens (50% female;20-83 years of age). Highly religious participants scored higher on the somatic component of coronavirus anxiety (emotionality) but lower on the cognitive component (worry). With regard to prevent…
Associations of Lesbian and Gay Identity with Relationship Status and Satisfaction
Based on a multifactorial sexual orientation identity model, this study examined how lesbian and gay (LG) identity formation is associated with relationship status and relationship satisfaction. Data stem from a sample of 1,190 LG individuals (18–40 years; 47% female). Using a variable-centered approach, LG identity formation, as indicated by eight factors, was unrelated to relationship status (60% were in a relationship) but substantially relate…
Formation of academic self-concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model
BackgroundThe reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to…
Social and dimensional comparison effects in general and domain-specific test anxiety: A nested factor modeling approach
The generalized internal/external frame of reference (GI/E) model assumes social and dimensional achievement comparisons to form self-perceptions. These domain-specific comparisons have been shown to shape two facets of test anxiety (i.e., worry and emotionality) both directly and indirectly through academic self-concepts. However, examinations of such domain-specific relations have rarely integrated general components, although the hierarchical …
Understanding mean-level and intraindividual variability in state academic self-concept: The role of students’ trait expectancies and values
peer reviewed
Bayesian Hierarchical Moderated Factor Analysis for Testing Measurement Invariance in Multilevel Data: Model Development, Simulation Studies, and Experience Sampling Application
Psychology (14 works) · Social Psychology (12 works) · Education, Achievement, and Giftedness (8 works) · Developmental psychology (7 works) · Mathematics (5 works) · Mathematics education (5 works) · Academic achievement (3 works) · Educational and Psychological Assessments (3 works) · German (3 works) · Linguistics (3 works)