Benjamin Nagengast
Biographic Data
| ID | 135407 |
|---|---|
| NAME | Benjamin Nagengast |
| GIVEN NAMES | Benjamin |
| FAMILY NAME | Nagengast |
| SIGNATURE | NAGENGAST B |
| AFFILIATIONS | University of Tübingen |
| ORCID | 0000-0001-9868-8322 |
| VERIFIED | Yes |
| TOTAL WORKS | 55 |
| TOTAL CITATIONS | 101 |
| AUTHOR COUNT | 55 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Socializers’ mindsets predict students’ mindsets and learning outcomes: Evidence from nine countries
The roles of parent and teacher support in students' academic development: Do associations change over the course of adolescence or is support always important for all students
Teachers and parents are two important sources of support for students. During adolescence, relationships with different social interaction partners undergo significant changes. However, empirical evidence on how the relative importance of parental and teacher support for adolescents' affective-motivational and performance outcomes may change over time remains limited. Additionally, effects of parent and teacher support may differ by students' ba…
Once a procrastinator, always a procrastinator? Examining stability, change, and long-term correlates of procrastination during young adulthood
Procrastination-a voluntary delay of an intended action despite the expectation of negative consequences-is a widespread phenomenon. Previous research has mainly focused on procrastination in specific situations and has rarely examined stability and change in procrastination over long periods of time. In the present study, we conducted an 18-year longitudinal study of procrastination. We report on stability and change in procrastination as well a…
Using theory-informed learning analytics to understand how homework behavior predicts achievement
Economic competencies as part of 21st century skills and their relevance to predicting the choice of a study program
The debate surrounding skills that young people will need in the future to master current national and global challenges is subject to a continuous, controversial process. A consensus has resulted in what are known as twenty-first-century skills. These skills aim to enable learners to form well-founded opinions and be educated to become responsible citizens. In this context, significant weight can be attributed to economic competencies, but it re…
Multilevel Multigroup Structural Equation Modeling In A Single-Level Framework
Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level
Teachers’ characteristics can significantly influence the quality of student functioning. Yet, there has been little exploration regarding which attributes matter to which outcomes, and for whom, and under what conditions. In this study, we considered four characteristics as perceived by students, namely competence, student-centered instruction, closeness with students, and enthusiasm, and examined how they predicted students’ self-efficacy, inte…
To Be Long or To Be Wide: How Data Format Influences Convergence and Estimation Accuracy in Multilevel Structural Equation Modeling
A two-level data set can be structured in either long format (LF) or wide format (WF), and both have corresponding SEM approaches for estimating multilevel models. Intuitively, one might expect these approaches to perform similarly. However, the two data formats yield data matrices with different numbers of columns and rows, and their cols : rows is related to the magnitude of eigenvalue bias in sample covariance matrices. Previous studies have s…
The effects of unstructured out-of-school engagement in science on adolescents’ vocational interests, occupational aspirations, competencies, school grades, and ability self-concepts
Examining the Conscientiousness × Interest Compensation (Conic) model with similar constructs in high school and college students
The Conscientiousness × Interest Compensation (CONIC) model (Authors, 2019) assumes that the two constructs conscientiousness and interest can (partly) compensate for each other in predicting academic effort and achievement. We extend previous work by testing the CONIC model in two independent U.S. samples from different age groups (high school sample: N = 1,246, Mage = 14.86 years; college sample: N = 581, Mage = 19.83 years). We also assessed w…
Personality, intelligence, and academic achievement: Charting their developmental interplay
OBJECTIVE: Although intelligence and personality traits have long been recognized as key predictors of students' academic achievement, little is known about their longitudinal and reciprocal associations. Here, we charted the developmental interplay of intelligence, personality (Big Five) and academic achievement in 3880 German secondary school students, who were assessed four times between the ages 11 and 14 years (i.e., in grades 5, 6, 7, and 8…
Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und Geschlecht
Die Motivationsforschung zeigt konsistent eine Abnahme der Motivation mit zunehmendem Alter sowie Geschlechterunterschiede in der Motivation für verschiedene Schulfächer. Weniger erforscht wurde bislang, wie solche Unterschiede mit der besuchten Schulform zusammenhängen. In dieser Studie wurde daher Heterogenität in Fähigkeitsselbstkonzept und Wertüberzeugungen in Mathematik und Deutsch in Abhängigkeit von Jahrgangsstufe, Geschlecht und Schulform…
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations
In their situated expectancy-value theory, Eccles and Wigfield (2020) assume students' competence and value beliefs to be situation-specific and thereby to be "situative" in nature.Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and fluctuating proportions of competence and value beliefs at the analytical level of the individual, most studies s…
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (Pash) to explain differential associations between achievement measures and personality …
Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five pers…
Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation
Reading to learn? The co-development of mathematics and reading during primary school
Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the United Kingdom (2005–2019) aged 5 to 12 (49% girls). Results indicate a positive relation between the development of the two domains. In addition, a substan…
Investigating the Association between the Big Fish Little Pond Effect and Grading on a Curve: A Large-Scale Quasi-Experimental Study
The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms
Relevance interventions have shown a great potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a cluster-randomized trial in ninth-grade math classrooms to test the effectiveness of a relevance intervention, which was shown to be efficacious when implemented by researchers, for fostering motivation an…
The fit between dignity self‐construal and independent university norms: Effects on university belonging, well‐being, and academic success
Universities struggle with students’ low well‐being and high dropout rates. High (compared to low) fit between students’ self‐construal and perceived university norms might help to prevent these problems. A strong dignity self‐construal (i.e., the understanding that one's worth is independent of others) is adaptive if university norms stress independence. The more a university norm is perceived as stressing independence, the better the fit for st…
Förderung von Präsentationskompetenz: Schrittweise Implementation und Effektivitätsüberprüfung eines Präsentationstrainings für Grundschulkinder
Erfolgreiche Interventionen sind sowohl wirksam als auch implementierbar. Um dies zu erreichen werden idealtypisch mehrere aufeinander aufbauende Phasen der Interventionsentwicklung und -überprüfung durchlaufen. Die damit einhergehenden Standards können jedoch oft nicht uneingeschränkt eingehalten werden, wenn Studien unter Praxisbedingungen durchgeführt werden. Die vorliegende Studie ist die vierte eines Forschungsprogramms, in dem eine Interven…
Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students’ responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students’ responsiveness to two written in…
The Conscientiousness × Interest Compensation (Conic) model: Generalizability across domains, outcomes, and predictors
Conscientiousness and interest are well-known predictors of academic effort and achievement. As hypothesized by the Conscientiousness × Interest Compensation (CONIC) model, conscientiousness and interest can (partly) compensate for each other, leading to (comparatively) high effort if either conscientiousness or interest is high. The present research (a) provides a test of this prediction across four school subjects, (b) examines whether the comp…
Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades
Teacher-assigned grades provide important information that is used by universities and colleges to make admission decisions and by employers to make hiring decisions. Besides grades, the results of standardized achievement tests are frequently used for student selection and allocation. However, correlations between the two achievement measures are far from perfect, and researchers have argued that this discrepancy can be at least partially attrib…
Riasec interests and the Big Five personality traits matter for life success—But do they already matter for educational track choices
OBJECTIVE: Educational track choices have far-reaching consequences because they are associated with long-term life success. Theoretical approaches and previous empirical research have nearly exclusively identified family background and achievement as determinants of these choices. Although students' educational track choices might fit their personality, individual differences in personality have not been explored. We investigated the effects of …
Stability and change in vocational interests after graduation from high school: A six-wave longitudinal study
Vocational interests shape major life decisions and predict major life outcomes. Therefore, it is important to understand how vocational interests develop in young adulthood, a time when young people begin to make their own life decisions. In the present study, we investigated stability and change in vocational interests across a time span of 10 years, including the transition from high school to postsecondary education and the transition into th…
Measurement invariance of big-five factors over the life span: Esem tests of gender, age, plasticity, maturity, and la dolce vita effects
This substantive-methodological synergy applies evolving approaches to factor analysis to substantively important developmental issues of how five-factor-approach (FFA) personality measures vary with gender, age, and their interaction. Confirmatory factor analyses (CFAs) conducted at the item level often do not support a priori FFA structures, due in part to the overly restrictive assumptions of CFA models. Here we demonstrate that exploratory st…
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students…
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
Vocational interests are important aspects of personality that reflect individual differences in motives, goals, and personal strivings. It is therefore plausible that these characteristics have an impact on individuals' lives not only in terms of vocational outcomes, but also beyond the vocational domain. Yet the effects of vocational interests on various life outcomes have rarely been investigated. Using Holland's RIASEC taxonomy (Holland, 1997…
Is doing your homework associated with becoming more conscientious
Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention
About one third of university students drop out from their undergraduate studies. The fit between students' self-construal and university norms has been suggested to contribute to academic success. Building on this idea, we tested a student-university fit model in a cross-sectional online study among 367 German university students. Results support a P-E fit effect, showing that students with a high dignity self-construal and who perceived the uni…
Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement
The present study investigated the effectiveness of two short relevance interventions (writing a text or evaluating quotations about the utility of mathematics) using a sample of 1,916 students in 82 math classrooms in a cluster randomized controlled experiment. Short-term and sustained effects (6 weeks and 5 months after the intervention) of the two intervention conditions on students' competence beliefs (self-concept, homework self-efficacy), t…
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences
The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International…
Effects of Single-Sex Schooling in the Final Years of High School: A Comparison of Analysis of Covariance and Propensity Score Matching
Stability and change in vocational interests after graduation from high school: A six-wave longitudinal study
Vocational interests shape major life decisions and predict major life outcomes. Therefore, it is important to understand how vocational interests develop in young adulthood, a time when young people begin to make their own life decisions. In the present study, we investigated stability and change in vocational interests across a time span of 10 years, including the transition from high school to postsecondary education and the transition into th…
Examining how teachers’ characteristics impact student motivation and achievement across subject, school level, gender, and prior achievement level
Teachers’ characteristics can significantly influence the quality of student functioning. Yet, there has been little exploration regarding which attributes matter to which outcomes, and for whom, and under what conditions. In this study, we considered four characteristics as perceived by students, namely competence, student-centered instruction, closeness with students, and enthusiasm, and examined how they predicted students’ self-efficacy, inte…
Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions
Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (M age = 14.62, SD age = 0.47) and t…
Importance models of the physical self: Improved methodology supports a normative‐cultural importance model but not the individual importance model
We examine theoretical and methodological issues associated with the roles of individual and group‐normative importance in self‐esteem determination. Critical issues include multicollinearity among the physical self‐subdomains, which may have affected previous results, and the need for a multidimensional perspective on importance models. We apply state‐of‐the‐art methodologies, including exploratory structural equation modelling and the product‐o…
The Big-Fish-Little-Pond Effect in Mathematics: A Cross-Cultural Comparison of U.S. and Saudi Arabian TIMSS Responses
This substantive-methodological synergy demonstrates evolving multilevel latent-variable models for cross-cultural data. Using Trends in International Mathematics and Science Study (TIMSS) 2007 data for U.S. and Saudi Arabian eighth grade students, we evaluate the psychometric properties (measurement invariance, method effects, and gender differences) of math self-concept, positive affect, coursework aspirations, and achievement. Extending the st…
Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error
This article is a methodological-substantive synergy. Methodologically, we demonstrate latent-variable contextual models that integrate structural equation models (with multiple indicators) and multilevel models. These models simultaneously control for and unconfound measurement error due to sampling of items at the individual (L1) and group (L2) levels and sampling error due the sampling of persons in the aggregation of L1 characteristics to for…
A new look at the big five factor structure through exploratory structural equation modeling.
NEO instruments are widely used to assess Big Five personality factors, but confirmatory factor analyses (CFAs) conducted at the item level do not support their a priori structure due, in part, to the overly restrictive CFA assumptions. We demonstrate that exploratory structural equation modeling (ESEM), an integration of CFA and exploratory factor analysis (EFA), overcomes these problems with responses (N = 3,390) to the 60-item NEO-Five-Factor …
General Growth Mixture Analysis of Adolescents' Developmental Trajectories of Anxiety: The Impact of Untested Invariance Assumptions on Substantive Interpretations
Substantively, this study investigates potential heterogeneity in the developmental trajectories of anxiety in adolescence. Methodologically, this study demonstrates the usefulness of general growth mixture analysis (GGMA) in addressing these issues and illustrates the impact of untested invariance assumptions on substantive interpretations. This study relied on data from the Montreal Adolescent Depression Development Project (MADDP), a 4-year fo…
Who Took the “×” out of Expectancy-Value Theory?: A Psychological Mystery, a Substantive-Methodological Synergy, and a Cross-National Generalization
Expectancy-value theory (EVT) is a dominant theory of human motivation. Historically, the Expectancy × Value interaction, in which motivation is high only if both expectancy and value are high, was central to EVT. However, the Expectancy × Value interaction mysteriously disappeared from published research more than 25 years ago. Using large representative samples of 15-year-olds ( N = 398,750) from 57 diverse countries, we attempted to solve this…
The Longitudinal Interplay of Adolescents' Self-Esteem and Body Image: A Conditional Autoregressive Latent Trajectory Analysis
Self-esteem and body image are central to coping successfully with the developmental challenges of adolescence. However, the current knowledge surrounding self-esteem and body image is fraught with controversy. This study attempts to clarify some of them by addressing three questions: (1) Are the intraindividual developmental trajectories of self-esteem and body image stable across adolescence? (2) What is the direction of the relations between b…
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects
Classroom context and climate are inherently classroom-level (L2) constructs, but applied researchers sometimes—inappropriately—represent them by student-level (L1) responses in single-level models rather than more appropriate multilevel models. Here we focus on important conceptual issues (distinctions between climate and contextual variables; use of classroom L2 rather than student-level L1 measures) and more appropriate multilevel models. To i…
Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study
In modern expectancy--value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy × Value in regression-type models typically plays no major role in educational psychology. The present study used latent moderated structural equation modeling to explore whether there is empirical support for a …
A Bayesian Model For The Estimation Of Latent Interaction And Quadratic Effects When Latent Variables Are Non-Normally Distributed
Structural equation models with interaction and quadratic effects have become a standard tool for testing nonlinear hypotheses in the social sciences. Most of the current approaches assume normally distributed latent predictor variables. In this article, we present a Bayesian model for the estimation of latent nonlinear effects when the latent predictor variables are nonnormally distributed. The nonnormal predictor distribution is approximated by…
Why item parcels are (almost) never appropriate: Two wrongs do not make a right—Camouflaging misspecification with item parcels in CFA models.
The present investigation has a dual focus: to evaluate problematic practice in the use of item parcels and to suggest exploratory structural equation models (ESEMs) as a viable alternative to the traditional independent clusters confirmatory factor analysis (ICM-CFA) model (with no cross-loadings, subsidiary factors, or correlated uniquenesses). Typically, it is ill-advised to (a) use item parcels when ICM-CFA models do not fit the data, and (b)…
Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective
Historically, expectancy-value models of motivation assumed a synergistic relation between expectancy and value: motivation is high only when both expectancy and value are high. Motivational processes were studied from a within-person perspective, with expectancies and values being assessed or experimentally manipulated across multiple domains and the focus being placed on intraindividual differences. In contrast, contemporary expectancy-value mo…
Effects of Single-Sex Schooling in the Final Years of High School: A Comparison of Analysis of Covariance and Propensity Score Matching
Measurement invariance of big-five factors over the life span: Esem tests of gender, age, plasticity, maturity, and la dolce vita effects
This substantive-methodological synergy applies evolving approaches to factor analysis to substantively important developmental issues of how five-factor-approach (FFA) personality measures vary with gender, age, and their interaction. Confirmatory factor analyses (CFAs) conducted at the item level often do not support a priori FFA structures, due in part to the overly restrictive assumptions of CFA models. Here we demonstrate that exploratory st…
Doubly Latent Multilevel Analyses of Classroom Climate: An Illustration
Many classroom climate studies suffer from 2 critical problems: They (a) treat climate as a student-level (L1) variable in single-level analyses instead of a classroom-level (L2) construct in multilevel analyses; and (b) rely on manifest-variable models rather than on latent-variable models that control measurement error at L1 and L2, and sampling error in the aggregation of L1 ratings to form L2 constructs. On the basis of an analysis of 2,541 s…
Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain.
This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students’ reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both Grades 5 and 7 were analyzed. The quality of parental homework involvement was assessed via student re…
Importance models of the physical self: Improved methodology supports a normative‐cultural importance model but not the individual importance model
We examine theoretical and methodological issues associated with the roles of individual and group‐normative importance in self‐esteem determination. Critical issues include multicollinearity among the physical self‐subdomains, which may have affected previous results, and the need for a multidimensional perspective on importance models. We apply state‐of‐the‐art methodologies, including exploratory structural equation modelling and the product‐o…
The Big-Fish-Little-Pond Effect in Mathematics: A Cross-Cultural Comparison of U.S. and Saudi Arabian TIMSS Responses
This substantive-methodological synergy demonstrates evolving multilevel latent-variable models for cross-cultural data. Using Trends in International Mathematics and Science Study (TIMSS) 2007 data for U.S. and Saudi Arabian eighth grade students, we evaluate the psychometric properties (measurement invariance, method effects, and gender differences) of math self-concept, positive affect, coursework aspirations, and achievement. Extending the st…
Internal/External Frame of Reference Model
Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement
More value through greater differentiation: Gender differences in value beliefs about math.
Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on inconsistencies in research findings on gender differences in math values that might partially be due to d…
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students…
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences
The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International…
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
Vocational interests are important aspects of personality that reflect individual differences in motives, goals, and personal strivings. It is therefore plausible that these characteristics have an impact on individuals' lives not only in terms of vocational outcomes, but also beyond the vocational domain. Yet the effects of vocational interests on various life outcomes have rarely been investigated. Using Holland's RIASEC taxonomy (Holland, 1997…
Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject
Studienstart: Dual oder normal
Is doing your homework associated with becoming more conscientious
Psychology (44 works) · Social Psychology (31 works) · Mathematics (28 works) · Statistics (27 works) · Developmental psychology (26 works) · Education, Achievement, and Giftedness (23 works) · Mathematics education (19 works) · Big Five personality traits (13 works) · Motivation and Self-Concept in Sports (13 works) · Personality (13 works)