Benjamin Nagengast
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Computer Science
Benjamin Nagengast's Degrees
- PhD Computer Science University of California, Berkeley
- Masters Computer Science Stanford University
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Why Is Benjamin Nagengast Influential?
(Suggest an Edit or Addition)According to Wikipedia, Benjamin Nagengast is a German educational psychologist. He has been Full Professor of Educational Psychology at the University of Tübingen, Germany, since November 2012. He has been vice-director of LEAD Graduate School & Research Network since 2012, and vice-director of Hector Research Institute of Education Sciences and Psychology at Tübingen University since 2014.
Benjamin Nagengast's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- A new look at the big five factor structure through exploratory structural equation modeling. (2010) (783)
- Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012) (445)
- Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error (2009) (397)
- Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects. (2013) (356)
- Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study. (2012) (354)
- Why item parcels are (almost) never appropriate: two wrongs do not make a right--camouflaging misspecification with item parcels in CFA models. (2013) (347)
- Longitudinal tests of competing factor structures for the Rosenberg Self-Esteem Scale: traits, ephemeral artifacts, and stable response styles. (2010) (307)
- Who took the "x" out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. (2011) (256)
- Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom. (2015) (235)
- More value through greater differentiation: Gender differences in value beliefs about math. (2014) (223)
- Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling. (2011) (217)
- Big fish in little ponds aspire more: mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science (2012) (201)
- Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain. (2014) (196)
- Doubly Latent Multilevel Analyses of Classroom Climate: An Illustration (2014) (180)
- General Growth Mixture Analysis of Adolescents' Developmental Trajectories of Anxiety: The Impact of Untested Invariance Assumptions on Substantive Interpretations (2011) (179)
- Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes (2016) (177)
- Evaluative conditioning in social psychology: Facts and speculations (2005) (175)
- Methodological Measurement Fruitfulness of Exploratory Structural Equation Modeling (ESEM): New Approaches to Key Substantive Issues in Motivation and Engagement (2011) (173)
- What to do When Scalar Invariance Fails: The Extended Alignment Method for Multi-Group Factor Analysis Comparison of Latent Means Across Many Groups (2017) (167)
- Structural equation models of latent interaction and quadratic effects. (2013) (163)
- Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries (2013) (157)
- Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement (2015) (144)
- Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject (2017) (125)
- The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations (2015) (108)
- Dimensional Comparison Theory : Paradoxical relations between self-beliefs and achievements in multiple domains (2015) (107)
- The Longitudinal Interplay of Adolescents' Self-Esteem and Body Image: A Conditional Autoregressive Latent Trajectory Analysis (2011) (105)
- School life and adolescents' self-esteem trajectories. (2013) (101)
- Who Took the “×” out of Expectancy-Value Theory? (2011) (95)
- Evaluative conditioning and the awareness issue: assessing contingency awareness with the four-picture recognition test. (2006) (93)
- 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 (2017) (78)
- The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries. (2015) (78)
- Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains (2018) (75)
- Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention (2018) (67)
- Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement (2017) (65)
- Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school (2014) (64)
- Exploratory Structural Equation Modeling (2022) (61)
- Structural equation models of latent interaction. (2012) (61)
- Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models (2015) (55)
- Modeling Omitted and Not-Reached Items in IRT Models (2017) (53)
- The negative effect of school-average ability on science self-concept in the UK, the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006 (2011) (50)
- The Big-Fish-Little-Pond Effect in Mathematics (2014) (49)
- Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective (2013) (49)
- Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ) (2011) (48)
- A Nonlinear Structural Equation Mixture Modeling Approach for Nonnormally Distributed Latent Predictor Variables (2014) (47)
- The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year (2015) (47)
- Internal/external frame of reference model (2015) (41)
- Effects of a science center outreach lab on school students' achievement - Are student lab visits needed when they teach what students can learn at school? (2015) (39)
- A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type (2017) (36)
- Effectiveness of lab-work learning environments in and out of school: A cluster randomized study (2017) (33)
- Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017) (32)
- Motivation and Engagement in Science around the Globe: Testing Measurement Invariance with Multigroup Structural Equation Models across 57 Countries Using PISA 2006 (2013) (32)
- Is doing your homework associated with becoming more conscientious (2017) (31)
- A Bayesian Model For The Estimation Of Latent Interaction And Quadratic Effects When Latent Variables Are Non-Normally Distributed (2012) (28)
- Expectancy-Value Theory revisited: From Expectancy-Value Theory to Expectancy-ValueS Theory? (2013) (27)
- Gender Stereotypes in a Children's Television Program: Effects on Girls' and Boys' Stereotype Endorsement, Math Performance, Motivational Dispositions, and Attitudes (2018) (27)
- Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains (2016) (25)
- Effects of Single-Sex Schooling in the Final Years of High School: A Comparison of Analysis of Covariance and Propensity Score Matching (2013) (24)
- Model-Based Manifest and Latent Composite Scores in Structural Equation Models (2019) (24)
- The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach. (2018) (24)
- Teachers' and students' perceptions of self-regulated learning and math competence: Differentiation and agreement ☆ (2013) (23)
- It’s Not Only Who You Are but Who You Are With: High School Composition and Individuals’ Attainment Over the Life Course (2018) (23)
- Testing measurement invariance across Spanish and English versions of the physical self-description questionnaire: an application of exploratory structural equation modeling. (2014) (22)
- Social Cognitive Constructs Are Just as Stable as the Big Five Between Grades 5 and 8 (2017) (22)
- Commonalities and Differences in IRT-Based Methods for Nonignorable Item Nonresponses (2015) (21)
- Analyzing average and conditional effects with multigroup multilevel structural equation models (2014) (19)
- Item Position Effects in a Reading Comprehension Test: An IRT Study of Individual Differences and Individual Correlates (2018) (18)
- Effectiveness of a “Grass Roots” Statewide Enrichment Program for Gifted Elementary School Children (2018) (18)
- School or Work? The Choice May Change Your Personality (2018) (17)
- Relationship between self-esteem and academic self-concept for German elementary and secondary school students (2013) (16)
- The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? (2019) (15)
- A multilevel study of position effects in PISA achievement tests: student- and school-level predictors in the German tracked school system (2019) (15)
- Latent-Variable Approaches to the Jamesian Model of Importance-Weighted Averages (2013) (15)
- Importance models of the physical self: Improved methodology supports a normative‐cultural importance model but not the individual importance model (2014) (14)
- Die G8-Reform in Baden-Württemberg: Kompetenzen, Wohlbefinden und Freizeitverhalten vor und nach der Reform (2017) (14)
- RIASEC Interests and the Big Five Personality Traits Matter for Life Success-But Do They Already Matter for Educational Track Choices? (2020) (14)
- It Takes Two: Expectancy-Value Constructs and Vocational Interests Jointly Predict STEM Major Choices (2020) (14)
- Learning More From Educational Intervention Studies: Estimating Complier Average Causal Effects in a Relevance Intervention (2018) (14)
- Stability and change in vocational interests after graduation from high school: A six-wave longitudinal study. (2020) (13)
- Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades! (2020) (13)
- The Potential of Relevance Interventions for Scaling Up: A Cluster-Randomized Trial Testing the Effectiveness of a Relevance Intervention in Math Classrooms (2020) (13)
- A well-rounded view: Using an interpersonal approach to predict achievement by academic self-concept and peer ratings of competence (2017) (13)
- Assessing Educational Effectiveness: Policy Implications from Diverse Areas of Research* (2011) (12)
- The Conscientiousness × Interest Compensation (CONIC) model: Generalizability across domains, outcomes, and predictors. (2020) (12)
- Using propensity score matching to construct experimental stimuli (2017) (11)
- The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations (2020) (11)
- When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits. (2021) (11)
- Character building or subversive consequences of employment during high school : Causal effects based on propensity score models for categorical treatments (2014) (10)
- Using Multilevel Mixture Models in Educational Research: An Illustration with Homework Research (2019) (10)
- Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler (2014) (10)
- Frame of Reference effects on values in mathematics: evidence from German secondary school students (2017) (10)
- Assessing students' values and costs in three countries: Gender and age differences within countries and structural differences across countries (2020) (9)
- Robin Hood Effects on Motivation in Math: Family Interest Moderates the Effects of Relevance Interventions (2017) (9)
- Why is support for Jamesian actual–ideal discrepancy model so elusive? A latent-variable approach (2014) (8)
- The prospects and limitations of latent variable models in educational psychology (2015) (7)
- How can a relevance intervention in math support students' career choices? (2020) (7)
- Modeling Multiple Item Context Effects With Generalized Linear Mixed Models (2019) (7)
- Should I stay or should I go? Predictors and effects of studying abroad during high school (2021) (6)
- Erfassung der Unterrichtsqualität mithilfe von Schülerurteilen: Chancen, Grenzen und Forschungsperspektiven (2016) (6)
- Studienstart: Dual oder normal? (2017) (6)
- Putting all students in one basket does not produce equality: gender-specific effects of curricular intensification in upper secondary school (2018) (6)
- Helping parents support adolescents’ career orientation: Effects of a parent-based utility-value intervention (2018) (6)
- Long-term relevance and interrelation of symbolic and non-symbolic abilities in mathematical-numerical development: Evidence from large-scale assessment data (2021) (5)
- The Development of Vocational Interests in Early Adolescence: Stability, Change, and State-Trait Components (2021) (5)
- Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement (2017) (5)
- The persistence of students’ academic effort: The unique and combined effects of conscientiousness and individual interest (2022) (4)
- Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation (2021) (4)
- Assessing Educational Effectiveness (2010) (4)
- Predicting Academic Effort (2019) (4)
- Individuelle Entwicklungsverläufe beim Lesen (2018) (4)
- Causal inference in multilevel designs (2009) (3)
- Quantitative Bildungsforschung und Assessments (2018) (3)
- Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention (2020) (2)
- The effects of getting a new teacher on the consistency of personality (2018) (2)
- Die G8-Reform in Baden-Württemberg: Kompetenzen, Wohlbefinden und Freizeitverhalten vor und nach der Reform (2017) (2)
- Saccades in the dark: fMRI evidence for separate cortical control of intentional eye movements (2002) (2)
- The fit between dignity self‐construal and independent university norms: Effects on university belonging, well‐being, and academic success (2021) (2)
- Investigating the Association between the Big Fish Little Pond Effect and Grading on a Curve: A Large-Scale Quasi-Experimental Study (2021) (2)
- How causal is a reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement (2022) (2)
- Reading to learn? The co-development of mathematics and reading during primary school. (2021) (2)
- Studienstart: Dual oder normal? : Unterschiede in Studieneingangsvoraussetzungen bei Studienanfängern in dualen und nicht dualen Studiengängen an bayerischen Hochschulen für angewandte Wissenschaften (2017) (1)
- Parental relationship quality and children's behavioural problems: Childcare quality as a protective factor? (2021) (1)
- Physical Self-Description Questionnaire--Spanish Version (2019) (1)
- Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography (2021) (1)
- What Is the Maximum Likelihood Estimate When the Initial Solution to the Optimization Problem Is Inadmissible? The Case of Negatively Estimated Variances (2022) (1)
- Frame of Reference effects on values in mathematics: evidence from German secondary school students (2017) (1)
- Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms (2022) (1)
- Correction to: ‘The negative effect of school-average ability on science self-concept in the UK, the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006’ (2012) (1)
- Personality, Intelligence, and Academic Achievement: Charting their Developmental Interplay. (2023) (1)
- Förderung von Präsentationskompetenz: Schrittweise Implementation und Effektivitätsüberprüfung eines Präsentationstrainings für Grundschulkinder (2020) (1)
- Effectiveness of lab-work learning environments A cluster randomized study (2017) (0)
- Living in the Big Pond: How Socioeconomic Neighborhood Composition Predicts Students’ Academic Self-Concept (2021) (0)
- Rethinking the elusive construct of global self-concept: A latent composite score as the apex of the Shavelson model (2020) (0)
- Field of Study and Earnings: The Role of Abilities, Personality, and Family Background (2020) (0)
- Examining the Conscientiousness × Interest Compensation (Conic) Model with Similar Constructs in High School and College Students (2023) (0)
- Student Values and Costs Measure (2021) (0)
- Modeling Omitted and Not-Reached Items in IRT Models (2016) (0)
- Homework Effort Measures (2016) (0)
- Substantive and methodological advances in educational science and educational psychology (2012) (0)
- School Composition and Life Course Outcomes (2018) (0)
- NEW LATENT VARIABLE APPROACHES TO OLD, UNRESOLVED PROBLEMS: THE JAMESIAN SELF-CONCEPT MODEL OF INDIVIDUALLY IMPORTANCE-WEIGHTED AVERAGE (2012) (0)
- Förderung von Präsentationskompetenz: Schrittweise Implementation und Effektivitätsüberprüfung eines Präsentationstrainings für Grundschulkinder (2020) (0)
- Investigating the Association between Grading on a Curve and the Big Fish Little Pond Effect: A Large-Scale Quasi-Experimental Study (2021) (0)
- Academic Self-Concept Measure (2015) (0)
- Using propensity score matching to construct experimental stimuli (2016) (0)
- Itempositionseffekte in Large-Scale-Assessments (2016) (0)
- Teacher Expectancies of Math Competency Measure (2015) (0)
- Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch motivationale Unterrichtspraktiken am Beispiel einer Nützlichkeitsintervention im Mathematikunterricht und damit einhergehende Herausforderungen (2021) (0)
- Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention (2020) (0)
- Is the desire for fame related to well-being or ill-being? (2019) (0)
- Social Studies Textbook Effects: Evidence From Texas (2021) (0)
- Helping parents support adolescents’ career orientation: Effects of a parent-based utility-value intervention (2018) (0)
- Übergänge nach der Sekundarstufe I: „Korrekturen von zugewiesenen Bildungswegen“, aber Resultat langgehegter Bildungsaspirationen? (2019) (0)
- Studienstart: Dual oder normal? (2016) (0)
- Dank an die Gutachterinnen und Gutachter (2019) (0)
- Can Grades Move the Big Fish? The Consequences of Receiving Report Cards for Frame-of-Reference Effects on Academic Self-Concept (2021) (0)
- Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und Geschlecht (2022) (0)
- When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement Measures and Personality Traits (2020) (0)
- What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins (2022) (0)
- Übergänge nach der Sekundarstufe I: „Korrekturen von zugewiesenen Bildungswegen“, aber Resultat langgehegter Bildungsaspirationen? (2019) (0)
- Some High-Priority PhD Dissertation Areas (2016) (0)
- Adjustierungsverfahren für geordnet kategoriale Treatments: Ein theoretischer Vergleich und eine empirische Anwendung (2011) (0)
- The Dark Side of Detracking: Mixed-Ability Classrooms Hurt Low-Achievers’ Math Motivation (2021) (0)
- Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und Geschlecht (2022) (0)
- Relevance Interventions in the Classroom: A Means to Promote Students’ Homework Motivation and Behavior (2021) (0)
- Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler (2014) (0)
- Student Math Self-Concept Measure (2015) (0)
- Effects of Single-Sex Schooling in the Final Years of High School: A Comparison of Analysis of Covariance and Propensity Score Matching (2013) (0)
- HOMEWORK EFFORT AND STUDENTS ’ CONSCIENTIOUSNESS 1 Is Doing Your Homework Associated with Becoming More Conscientious ? Accepted version for publication in Journal of Research in Personality (2017) (0)
- The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement (2023) (0)
- 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 (2023) (0)
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