References of "Niepel, Christoph 50002763"
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See detailSchool Attitude and Perceived Teacher Acceptance: Developmental Trajectories, Temporal Relations, and Gender Differences
Arens, Anne Katrin; Niepel, Christoph UL

in British Journal of Educational Psychology (in press)

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See detailThe English and German versions of the Lesbian, Gay, and Bisexual Identity Scale: Establishing measurement invariance across nationality and gender groups
Niepel, Christoph UL; Greiff, Samuel UL; Mohr, Jonathan J. et al

in Psychology of Sexual Orientation and Gender Diversity (in press)

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See detailSeeing is believing: Gender diversity in STEM is related to mathematics self-concept
Niepel, Christoph UL; Stadler, Matthias UL; Greiff, Samuel UL

in Journal of Educational Psychology (in press)

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See detailDimensional and Social Comparison Effects on Domain-Specific Academic Self-Concepts and Interests with First- and Third-Grade Students
van der Westhuizen, Lindie UL; Arens, Katrin; Keller, Ulrich UL et al

Scientific Conference (2019, November 06)

Academic self-concepts (ASCs) are self-perceptions of one’s own academic abilities. The internal/external frame of reference (I/E) model (Marsh, 1986) explains the formation of domain-specific ASCs ... [more ▼]

Academic self-concepts (ASCs) are self-perceptions of one’s own academic abilities. The internal/external frame of reference (I/E) model (Marsh, 1986) explains the formation of domain-specific ASCs through a combination of social (i.e. comparing one’s achievement in one domain with the achievement of others in the same domain) and dimensional (i.e. comparing one’s achievement in one domain with one’s achievement in another domain) comparisons. This results into positive achievement-self-concept relations within the math and verbal domains, but into negative achievement-self-concept relations across these domains. The generalized internal/external frame of reference (GI/E) model (Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) extends the I/E model to the formation of other domain-specific academic self-beliefs such as interest. Research on the validity of the (G)I/E model for elementary school children is limited, especially for first-graders. This study examined the associations between verbal and math achievement and corresponding domain-specific self-concepts and interests for first-graders and third-graders. Two fully representative Luxembourgish first-grader cohorts and two fully representative third-graders cohorts (N=21,192) were used. The analyses were based on structural equation modeling. The findings fully supported the (G)I/E model for third-graders: Achievement was positively related to self-concept and interest within matching domains. Negative relations were found between achievement and self-concept and between achievement and interest across domains. For first-graders, achievement was positively related to self-concept and interest within matching domains. However, the majority of cross-domain relations were non-significant, except for the negative path between math achievement and verbal interest. Hence, while the formation of domain-specific ASCs and interests seem to rely on social and dimensional comparisons for third-graders, only social comparisons seem to be in operation for first-graders. Gender and cohort invariance was established for both grade levels. The findings are discussed within the framework of ASC differentiation and dimensional comparison theory applied to elementary school students. [less ▲]

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See detailExamining grades, achievement test scores, and three intelligence facets within an extended I/E model
Hausen, Jennifer UL; Möller, Jens; Greiff, Samuel UL et al

Scientific Conference (2019, September 10)

Domain-specific academic self-concepts (ASCs) are mental representations of one’s abilities that are specific to a particular school subject. According to the internal/external frame of reference (I/E ... [more ▼]

Domain-specific academic self-concepts (ASCs) are mental representations of one’s abilities that are specific to a particular school subject. According to the internal/external frame of reference (I/E) model, achievement influences the formation of ASCs via social and dimensional comparison processes: within one domain students not only compare their achievement with their peers (social comparison) but also with their own achievements in other domains (dimensional comparison). However, students’ intelligence as an indicator of achievement has been neglected within the I/E model framework. Yet, intelligence is known to be an important determinant of academic success and thus it can be assumed to influence the formation of academic self-concepts, too. Hence, this research examined the links between verbal, numerical, figural intelligence and domain-specific ASCs while controlling for grades and achievement test scores. We drew on N = 382 German students to analyze verbal, numerical, and figural intelligence, German and math achievement, domain-specific self-reported grades and ASCs in math, physics, German, and English. We performed structural equation modeling using Mplus 8 with grades, achievement scores and intelligence facets specified as manifest predictors and domain-specific ASCs as latent criteria. Positive within-domain relations indicating social comparison effects were found between math, physics, German, and English grade to their corresponding self-concept as well as from math achievement to math ASC. Dimensional comparison effects are implied by a positive cross-domain path between physics grade and math ASC and by negative cross-domain paths from math grade to German, physics, and English ASC. Further, a positive cross-domain relation was found between math achievement and physics ASC while a negative cross-domain path was found between German achievement and math ASC. With regard to the intelligence facets, positive paths were found between numerical intelligence and physics ASC as well as between verbal intelligence and English ASC. Our findings thus suggest numerical and verbal intelligence to be valid predictors of ASC formation in an extended I/E model beyond grades and test scores. Overall, the proposed I/E model permitted meaningful relations to be drawn between domain-specific achievement indicators and ASCs suggesting that these variables provide incremental validity. [less ▲]

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See detailEntwicklung und Validierung eines Kurzfragebogens zur Erfassung von sieben Facetten von Gewissenhaftigkeit
Franzen, Patrick UL; Niepel, Christoph UL; Arens, A Katrin et al

Scientific Conference (2019, September)

Die Rolle von Persönlichkeitsvariablen für den Schulerfolg rückt immer stärker in den Fokus wissenschaftlicher Untersuchungen. Insbesondere Gewissenhaftigkeit zeigt eine hohe prädiktive Validität für die ... [more ▼]

Die Rolle von Persönlichkeitsvariablen für den Schulerfolg rückt immer stärker in den Fokus wissenschaftlicher Untersuchungen. Insbesondere Gewissenhaftigkeit zeigt eine hohe prädiktive Validität für die Schulleistung (Poropat, 2009). Zur näheren Untersuchung des Konstrukts der Gewissenhaft haben MacCann, Duckworth und Roberts (2009) einen aus 68 Items bestehenden Fragebogen zur Erfassung von acht verschiedenen Facetten von Gewissenhaftigkeit im Sekundarschulalter entwickelt. Dieser ist jedoch zu umfangreich für die Verwendung in large-scale Studien, die in der pädagogischen Forschung von zunehmender Bedeutung sind. Der vorliegende Beitrag präsentiert daher die Entwicklung und Validierung einer Kurzform eines Fragebogens zur Erfassung von sieben Facetten von Gewissenhaftigkeit. Die Entwicklungsstichprobe umfasste die Schüler aller neunten Klassen in Luxemburg in 2017 (N1 = 6.325). Die Schüler beantworteten deutsche oder französische Adaptionen eines aus 59 Items und sieben Facetten bestehenden Fragebogens zu Gewissenhaftigkeit, der an das Instrument von MacCann et al. angelehnt war. Zur Entwicklung einer Kurzversion wurde ein exhaustive-search Algorithmus verwendet. Dabei sollte für jede Facette von Gewissenhaftigkeit die bestmögliche Kombination aus vier Items ausgewählt werden. Die Selektionskriterien hierfür waren Fit-Statistiken, interne Konsistenz und Messinvarianz zwischen den Sprachversionen. Der resultierende Fragebogen – bestehend aus 28 Items – wurde 2018 den Schülern aller neunten Klassen in Luxemburg vorgelegt (N2 =6.279). Für diese Validierungsstichprobe zeigte ein Modell mit sieben Faktoren von Gewissenhaftigkeit einen guten Fit (CFI = 0.93, RMSEA = 0.04). Alle Facetten hatten sehr gute Reliabilitäten (ɑs > 0.97). Außerdem fanden wir skalare Messinvarianz zwischen den Sprachversionen und zwischen beiden Geschlechtern. Weitere Validierungsschritte und Anwendungsmöglichkeiten dieses Fragebogens im schulischen Kontext werden diskutiert. Literatur MacCann, C., Duckworth, A.L., & Roberts, R.D. (2009). Empirical identification of the major facets of conscientiousness. Learning and Individual Differences, 19, 451–458. Poropat, A.E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322–338. [less ▲]

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See detailDie Stabilität von akademischen Selbstkonzept-Profilen: Befunde einer „latent transition analysis“
Franzen, Patrick UL; Arens, A Katrin; Niepel, Christoph UL

Scientific Conference (2019, September)

Nach dem „internal-external frame of reference“ Modell (Marsh, 1986), spielen u.a. dimensionale Vergleiche (Vergleich der eigenen Leistung in einem Fach mit der eigenen Leistung in einem anderen Fach ... [more ▼]

Nach dem „internal-external frame of reference“ Modell (Marsh, 1986), spielen u.a. dimensionale Vergleiche (Vergleich der eigenen Leistung in einem Fach mit der eigenen Leistung in einem anderen Fach) eine Rolle für die Ausbildung fachspezifischer akademischer Selbstkonzepte (ASKs). Dabei kommt es zu Kontrasteffekten: Eine gute Leistung in Mathematik stärkt das Mathematik-ASK, schwächt aber das Deutsch-ASK und vice versa. Schüler schätzen sich daher oft als fähiger in einem der beiden Fächer ein. Diese Typisierung ließ sich auch in personenzentrierten Ansätzen zeigen. Eine Profilanalyse von Marsh, Lüdtke, Trautwein und Morin (2009) ergab, dass ASK-Profile entweder einem Mathematik-Typ (höheres Mathe-ASK, niedrigeres Sprach-ASK), einem Sprach-Typ (niedrigeres Mathe-ASK, höheres Sprach-ASK) oder einem Mischtyp (gleich hohe ASKs in allen Domänen) folgten. Ob diese Profile über die Zeit hinweg stabil sind oder Schüler in Abhängigkeit ihrer Erfahrungen im Schulalltag zwischen den Typen wechseln können, ist bisher unklar. Ziel der vorliegenden Studie ist es, diese Frage zu beantworten. Eine Stichprobe von N = 382 Schülern aus 18 Klassen und vier Bundesländern beantwortete einen Fragebogen zum Mathematik-, Physik-, Deutsch- und Englisch-ASK an zwei Messzeitpunkten, mit einem Intervall von vier Wochen. Eine „latent transition analysis“ ergab eine Vier-State Lösung (BIC = 7797.8, Entropie = 0.884). Die vier States beschrieben einen Mathematik-Typ (höhere ASKs in Mathematik und Physik, niedrigere ASKs in Deutsch und Englisch), einen Sprach-Typ (höhere ASKs in Deutsch und Englisch, niedrigere ASKs in Mathematik und Physik), und zwei Mischtypen (gleich hohe ASKs für alle Fächer mit generell höheren ASKs bzw. niedrigeren ASKs). Die Ergebnisse zeigten eine hohe Stabilität der States: Alle Personen wurden an beiden Messzeitpunkten demselben State zugewiesen; die Transitionswahrscheinlichkeiten lagen bei 0% bis 5%. Weitere Ergebnisse zur Stabilität von ASK-Profilen bei noch kürzeren Zeitabständen, basierend auf „Experience Sampling“ Daten, werden diskutiert. Marsh, H.W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149. Marsh, H.W., Lüdtke, O., Trautwein, U., & Morin, A.J.S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16, 191–225. [less ▲]

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See detailAssimilation and Contrast Effects of Dimensional Comparisons in Self-Concepts, Interests & Anxieties
van der Westhuizen, Lindie UL; Arens, Katrin; Greiff, Samuel UL et al

Scientific Conference (2019, August 16)

Research on the internal/external frame of reference (I/E) model has frequently found contrast effects of dimensional comparisons (i.e. a negative relationship between achievement and self-concept across ... [more ▼]

Research on the internal/external frame of reference (I/E) model has frequently found contrast effects of dimensional comparisons (i.e. a negative relationship between achievement and self-concept across domains) between math and verbal domains. The generalised internal/external frame of reference (GI/E) model extends the I/E model to multiple domains including multiple languages and to other academic self-beliefs and attitudes. When considering multiple languages, achievement-self-concept relations across languages have been found to be either negative (i.e. contrast effect), positive (i.e. assimilation effect), or non-significant. The present study contributes to the ongoing debate concerning the effect of dimensional comparisons among languages by (1) examining dimensional comparisons across two languages and (2) extending the examination to interest and anxiety as outcome variables beyond self-concept. We analysed domain-specific self-concepts, interest, anxieties, and achievement regarding French, German and math in a representative sample (N=5,789) of Luxembourgish ninth-graders. Findings indicated (1) clear contrast effects in the formation of self-concept and interest in German, French and math, and (2) a combination of contrast, assimilation and/or no effects in the formation of anxiety in math, German, and French. With regard to the latter, contrast effects were found for achievement-anxiety paths from German to French, French to German, and French to math. Achievement-anxiety paths from math to French and German to math were non-significant, while the path from math achievement to German anxiety showed a small, yet significant assimilation effect. Results are contextualised within the multilingual Luxembourgish educational system and implications for research on dimensional comparisons are discussed. [less ▲]

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See detailDimensional Comparison Effects on Facets of Subject-Specific Anxieties: A Nested Modelling Approach
Talic, Irma UL; Sparfeldt, Jörn; Möller, Jens et al

Scientific Conference (2019, August 16)

Detailed reference viewed: 32 (4 UL)
See detailImplementing intelligence facets as predictors into the generalised I/E model
Hausen, Jennifer UL; Möller, Jens; Greiff, Samuel UL et al

Scientific Conference (2019, August 13)

The internal/external (I/E) frame of reference model postulates that achievement influences the formation of academic self-concept (ASC) via social and dimensional comparison processes. Its recent ... [more ▼]

The internal/external (I/E) frame of reference model postulates that achievement influences the formation of academic self-concept (ASC) via social and dimensional comparison processes. Its recent extension as the generalized I/E model allows further domains than math and verbal achievement. However, intelligence facets as an indicator of achievement have been neglected within the GI/E model framework. Therefore, the purpose of this research is to explore the influences of three intelligence facets (verbal, numerical, figural) on domain-specific ASCs beyond grades and achievement scores. We drew on N=382 German students to analyze verbal, numerical, and figural intelligence, German and math achievement, self-reported grades and ASCs in four domains. We performed a structural equation model using Mplus with grades, achievement scores and intelligence facets specified as predictors and domain-specific ASCs as criteria. Positive paths were found from math, physics, German and English grade to their corresponding self-concepts. A positive path was found between physics grade and math ASC while negative paths were found from English grade to math and physics ASC and from math grade to German, physics and English ASC. The path coefficients from math achievement to math ASC as well as to physics ASC were positive; German achievement was negatively related to math ASC. Lastly, numerical intelligence was positively related to physics ASC, and verbal intelligence was positively related to English ASC. Thus, intelligence, specifically numerical and verbal intelligence, seem to be valid predictors of domain-specific ACSs beyond grades and achievement test scores. [less ▲]

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See detailDimensional and Social Comparisons Effects on Domain-Specific Self-Concepts and Interests: A Study of Elementary School Children from Luxembourg Across Two Waves
van der Westhuizen, Lindie UL; Talic, Irma UL; Greiff, Samuel UL et al

Scientific Conference (2018, November 09)

Already at the beginning of elementary school, students start to develop self-beliefs and attitudes that reflect their motivation, thoughts, and feelings about a specific school domain. The internal ... [more ▼]

Already at the beginning of elementary school, students start to develop self-beliefs and attitudes that reflect their motivation, thoughts, and feelings about a specific school domain. The internal/external frame of reference (I/E) model (Marsh, 1986) encapsulates this phenomenon by explicating the formation of academic self-concept through a combination of social (i.e. comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (i.e. comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes. The recently established generalized internal/external frame of reference (GI/E) model (Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) builds on the I/E model by extending it to the formation of other subject-specific academic self-beliefs and attitudes, such as interest and test anxiety. Despite the salience of the (G)I/E model in educational research, studies investigating the formation of self-beliefs and attitudes according to this model remains scarce among elementary school children. This study aims to contribute to the current literature by examining the associations between verbal and mathematics achievement, on the one hand, and corresponding domain-specific self-concepts and interests, on the other hand. A population of Luxembourgish elementary school students was assessed twice, two years apart (once in Grade 1 and once in Grade 3) as part of the Luxembourgish school monitoring system (EpStan, cohorts 2014 & 2016; epstan.lu). Using a domain-specific approach, students were assessed on math and verbal achievement as well as German- and math self-concept and interest. This culminated in a sample of N = 3606 elementary school children who participated in both waves. German- and math self-concepts and interests were self-reported whereas standardized achievement tests (see epstan.lu) were used as indicators of math and verbal (Luxembourgish for Grade 1 and German for Grade 3) achievement. Cross-lagged structural equation modelling was performed in Mplus 8 using WLSMV estimation for categorical variables. Overall, the results suggest strong support for the (G)I/E model for Grade 3, while only partial support was found for the (G)I/E model for Grade 1. More specifically, for both Grade 1 and Grade 3, achievement was positively related to self-concept and interest within the same domain. Negative relations between achievement and self-concept and interest across domains were found in Grade 3, but not in Grade 1. The findings are discussed within the context of theory and research on self-concept differentiation processes, dimensional comparison theory, and the multilingual Luxembourgish educational system. [less ▲]

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See detailReplicating and extending the GI/E model: Social and dimensional comparison effects of achievement on test anxiety in math, physics, German, and English
Talic, Irma UL; Franzen, Patrick UL; Greiff, Samuel UL et al

Scientific Conference (2018, November 09)

The internal/external frame of reference model (I/E model; Marsh, 1986) depicts the formation of academic self-concept by assuming an interplay of social and dimensional comparison processes within and ... [more ▼]

The internal/external frame of reference model (I/E model; Marsh, 1986) depicts the formation of academic self-concept by assuming an interplay of social and dimensional comparison processes within and across different domains. Associations between achievement and self-concept are expected to be positive within one given domain due to social comparisons (i.e., external frame of reference) and negative across different domains due to dimensional comparisons (i.e., internal frame of reference). The Generalized I/E model (GI/E model; Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) allows for the inclusion of other outcome variables besides academic self-concept, for example, interest or motivation. The present research aimed at applying the GI/E model to the construct of test anxiety, thereby replicating and significantly extending some first supportive findings on the validity of the GI/E model with test anxiety (Arens, Becker, & Möller, 2017). To this end, we expanded the scope of the GI/E model with test anxiety for the first time to four domains; namely math, physics, German, and English. For this purpose, we drew on a sample of N = 305 9th and 10th graders attending the highest ability school track (i.e., Gymnasium) from six different secondary schools in four German federal states. Analyses were carried out using structural equation modelling in Mplus 8. We used school grades in the respective domains as achievement indicators. Test anxiety was assessed separately for each domain while simultaneously differentiating between two components of test anxiety; namely, worry and emotionality. Our results suggested negative within-domain relations between achievement and test anxiety in all four domains (i.e., higher grades were associated with less test anxiety). The pattern of results for the relations across domains was not as clear. Positive links between achievement and test anxiety across domains (i.e., higher grades in domain A were associated with higher test anxiety in domain B) were weak and could only be established for the association between German achievement and students’ worry in mathematics. These findings partially supported the assumptions made by the GI/E model. As such, we replicated preexisting findings and added novel insights to the GI/E model. Our results were discussed within the framework of self-concept theory and research as well as dimensional comparison theory. [less ▲]

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See detailDeveloping and validating a short-form questionnaire for the assessment of seven conscientiousness facets in educational large-scale assessments
Franzen, Patrick UL; van der Westhuizen, Lindie UL; Greiff, Samuel UL et al

Scientific Conference (2018, November 09)

The influence of personality on academic outcomes has been demonstrated consistently in previous research. In particular, conscientiousness and its lower order facets generally show the strongest ... [more ▼]

The influence of personality on academic outcomes has been demonstrated consistently in previous research. In particular, conscientiousness and its lower order facets generally show the strongest predictive validity for academic success. MacCann et al. (2009) constructed a 68-item questionnaire for the comprehensive assessment of different conscientiousness facets in secondary education. However, such questionnaires are arguably too long for the use in large-scale educational assessments. Investigating the influence of conscientiousness facets within large-scale educational assessments is, nevertheless, crucial for advancing our knowledge of the differential influence of facets on various academic outcomes. Short and psychometrically sound questionnaires are thus required. Currently, no short and yet comprehensive questionnaire assessing the lower order facets of conscientiousness, that is suitable for large-scale educational assessments exists. Therefore, within the present investigation we develop a short-form instrument based upon the seven-factor version (59 items) of the questionnaire presented by MacCann et al. (2009), by using an exhaustive search algorithm and traditional item selection methods. Our sample consists of a large and representative dataset comprising all 9th grade students in Luxembourg from the Luxembourgish national school monitoring system (N = 6325; see epstan.lu), who answered French and German adaptations of the original 59-item questionnaire. We specified the exhaustive search algorithm to select the best possible combination of four items for each lower order facet, by considering goodness of fit criteria, factor saturation statistics, and measurement invariance between the German and French version. In addition, we used Mokken scale analysis and assessed the congruence of item wordings and theoretical definitions of each lower order facet to ensure content validity. We finally selected four to five items per scale based on our analyses. We found good fit statistics for all lower order facet scales (CFI >.95, RMSEA < 0.05), and acceptable to good factor saturation statistics for all but one of these scales (McDonalds ω > 0.7). On top of that, all scales show either scalar invariance, or partial scalar invariance between the German and French language version. The result of our investigation is a short and psychometrically sound instrument for the assessment of the lower order facets of conscientiousness. It is specifically tailored towards the unique context of the multilingual Luxembourgish educational system, and can be used in the upcoming Épstan cohorts. [less ▲]

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See detailTowards a multifaceted framework of complex problem solving
Stadler, Matthias UL; Niepel, Christoph UL; Greiff, Samuel UL

Scientific Conference (2018, July)

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See detailAn overview. Collaborative problem solving in large-scale assessments
Greiff, Samuel UL; Niepel, Christoph UL; Mustafic, Maida UL

Scientific Conference (2018, April)

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