References of "Niepel, Christoph 50002763"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailThe generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds
van der Westhuizen, Lindie UL; Arens, A. Katrin; Greiff, Samuel UL et al

in Contemporary Educational Psychology (in press)

Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal ... [more ▼]

Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal/external frame of reference (GI/E) model framework to multiple languages (German and French, along with math) and multiple motivational-affective outcomes (academic self-concept, interest, and anxiety). We examined whether social and dimensional comparisons play similar roles in the formation of students’ self-concepts, interests, and anxieties concerning different languages and whether dimensional comparisons result in contrast or assimilation effects. Moreover, we tested the generalizability of the GI/E model assumptions across students with different language backgrounds. Using a data set comprising virtually all ninth-grade students (N=6275; 48.0% female) from Luxembourg’s multilingual educational system, our findings indicated (1) clear contrast effects in the formation of self-concept and interest in math, German, and French, and (2) a combination of contrast, assimilation, and no effects in the formation of anxiety in math, German, and French. Using a subsample of 5837 students with valid language information (48.0% female), invariance tests demonstrated that the GI/E achievement–outcome relations operated equivalently across students from different home language backgrounds. [less ▲]

Detailed reference viewed: 18 (1 UL)
Full Text
Peer Reviewed
See detailDeveloping and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments
Franzen, Patrick UL; Arens, A. Katrin; Greiff, Samuel UL et al

in Journal of Personality Assessment (2021)

Conscientiousness is the most important personality predictor of academic achievement. It consists of several lower order facets with differential relations to academic achievement. There is currently no ... [more ▼]

Conscientiousness is the most important personality predictor of academic achievement. It consists of several lower order facets with differential relations to academic achievement. There is currently no short instrument assessing facets of conscientiousness in the educational context. Therefore, in the present multi-study report, we develop and validate a short-form questionnaire for the assessment of seven Conscientiousness facets, namely Industriousness, Perfectionism, Tidiness, Procrastination Refrainment, Control, Caution, and Task Planning. To this end, we examined multiple representative samples totaling N = 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 constructs and academic achievement were in line with theoretical assumptions. Reliability was acceptable for all facets. Measurement invariance across language versions, gender, immigration status and cohort was established. We conclude that the presented questionnaire provides a short measurement of seven facets of Conscientiousness with valid and reliable scores. [less ▲]

Detailed reference viewed: 28 (0 UL)
Peer Reviewed
See detailFacets of conscientiousness and their relation to academic achievement: a person-centered approach
Franzen, Patrick UL; Niepel, Christoph UL; Arens, A Katrin et al

Scientific Conference (2021, September 16)

Detailed reference viewed: 34 (1 UL)
Full Text
Peer Reviewed
See detailIllusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes
Marsh, Herbert W.; Parker, Philip D.; Guo, Jiesi et al

in Journal of Personality and Social Psychology (2021)

Detailed reference viewed: 43 (0 UL)
Full Text
Peer Reviewed
See detailDimensional comparisons in the formation of domain-specific achievement goals
Dörendahl, Jan; Scherer, Ronny; Greiff, Samuel UL et al

in Motivation Science (2021), 7(3), 306318

Detailed reference viewed: 14 (0 UL)
Full Text
Peer Reviewed
See detailRevealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study
Niepel, Christoph UL; Marsh, Herbert W.; Guo, Jiesi et al

in Journal of Educational Psychology (2021)

Detailed reference viewed: 44 (2 UL)
Full Text
Peer Reviewed
See detailMeasurement Invariance of Test Anxiety Across Four School Subjects
Schneider, Rebecca; Sparfeldt, Jörn R; Niepel, Christoph UL et al

in European Journal of Psychological Assessment (2021)

Detailed reference viewed: 32 (0 UL)
Peer Reviewed
See detailStudents’ Personality Relates to Experienced Variability in State Academic Self-Concept
Hausen, Jennifer UL; Möller, Jens; Greiff, Samuel UL et al

Scientific Conference (2020, November 11)

Attaining a positive academic self-concept (ASC) is linked to many desirable educational outcomes. Research on which student attributes relate to the formation of ASC is therefore considered to be central ... [more ▼]

Attaining a positive academic self-concept (ASC) is linked to many desirable educational outcomes. Research on which student attributes relate to the formation of ASC is therefore considered to be central. Past research on the association between personality traits and ASC has taken an interindividual perspective, while the intraindividual perspective has been disregarded. The present research explored the relation between students’ Big Five traits and intraindividual variability in state general-school ASC in everyday school life for the first time using intensive longitudinal data. We drew on N=294 German ninth and tenth graders who completed a three-week e-diary and a previously presented 60-item Big Five questionnaire (BFI-2; Danner et al., 2016; Soto & John, 2017) assessing Open-Mindedness, Conscientiousness, Extraversion, Agreeableness, and Negative Emotionality as well as their respective subfacets (i.e., resulting in 15 subfacets). To assess state ASC, students completed three items after every single lesson across four different subjects (resulting in Mlessons = 21.12). We ran six mixed-effects location scale models: one specified with all five Big Five domains, and five (one for each Big Five domain) with the subfacets as predictors of intraindividual variability in state ASC. We found that Open-Mindedness, Conscientiousness, Extraversion, and Negative Emotionality as well as at least one subfacet of each Big Five trait were significant predictors of levels of state ASC independently of students’ gender and reasoning ability, and the narrower subfacets Organization (Conscientiousness) and Depression (Negative Emotionality) predicted variability in state ASC independently of students’ gender and reasoning ability. These findings thus provide first evidence that students’ ASC undergoes short-term fluctuations from school lesson to school lesson and that this intraindividual variability can be partly explained by students’ personality. Our results thus contribute to a more complete map of the formation of ASC and the role of personality therein. [less ▲]

Detailed reference viewed: 88 (3 UL)
Peer Reviewed
See detailThe development and validation of a short conscientiousness questionnaire for large-scale educational assessment
van der Westhuizen, Lindie UL; Franzen, Patrick UL; Arens, A. Katrin et al

Scientific Conference (2020, July)

Conscientiousness and its subfacets are related to multiple learning-related outcomes. MacCann, Duckworth and Roberts (2009) developed a questionnaire measuring seven subfacets of conscientiousness with ... [more ▼]

Conscientiousness and its subfacets are related to multiple learning-related outcomes. MacCann, Duckworth and Roberts (2009) developed a questionnaire measuring seven subfacets of conscientiousness with 59 items. However, the resources required to complete such long scales often renders it unsuitable for large-scale educational assessment. Consequently, an economic and psychometrically sound conscientiousness questionnaire that is specifically customized for this context is needed. We developed and validated a short version of the MacCann et al. (2009) questionnaire. In study 1, French and German adaptations of the questionnaire were administered to a representative dataset comprising all ninth-graders in Luxembourg (N1=6325, Cohort 2017). Using an exhaustive search algorithm, we identified the optimal combination of four items for each subfacet by simultaneously considering three criteria: goodness of fit, factor saturation, and scalar measurement invariance across the German and French versions. In study 2, we validated our short 28-item questionnaire on a second, independent sample comprising 6,279 Luxembourgish ninth-graders (Cohort 2018). A 7-factor model assuming separate factors for each subfacet obtained acceptable fit (CFI=.93, RMSEA=.04, SRMR=.06). The criterion validity for each subfacet was tested by examining the relation to standardized achievement tests (SATs). In study 3, drawing on a dataset of 275 tenth-graders (linked longitudinally with the ninth-grade data from study 1), evidence of predictive validity (i.e., school grades) was examined. The subfacets of industriousness, caution and perfectionism showed the strongest relations with both SATs (study 2) and school grades (study 3). Our study delivered a short, valid and reliable questionnaire for the assessment of seven conscientiousness facets in the educational context. The scale is invariant across the German and French language versions and its brevity makes it suitable for large-scale educational assessment. [less ▲]

Detailed reference viewed: 156 (17 UL)
Peer Reviewed
See detailSelf-concept, interest, and achievement within and across math and verbal domains in first- and third-graders
van der Westhuizen, Lindie UL; Arens, A. Katrin; Keller, Ulrich UL et al

Scientific Conference (2020, April)

The generalized internal/external frame-of-reference (G)I/E model explains the formation of domain-specific motivational-affective constructs through social and dimensional comparisons. We examined the ... [more ▼]

The generalized internal/external frame-of-reference (G)I/E model explains the formation of domain-specific motivational-affective constructs through social and dimensional comparisons. We examined the associations between verbal and math achievement and corresponding domain-specific academic self-concepts (ASCs) and interests for first-graders and third-graders (N=21,192). Positive achievement-self-concept and achievement-interest relations were found within matching-domains in both grades, while negative cross-domains achievement-self-concept and achievement-interest relations were only found for third-graders. These findings suggest that 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 in both grade levels. Findings are discussed within the framework of ASC differentiation and dimensional comparison theory. [less ▲]

Detailed reference viewed: 49 (2 UL)
Peer Reviewed
See detailDoes Conscientiousness Matter for Academic Success? Considering Different Facets of Conscientiousness and Different Educational Outcomes
Franzen, Patrick UL; van der Westhuizen, Lindie UL; Arens, A. Katrin et al

Poster (2020, April)

Conscientiousness is the strongest BIG-5 predictor of academic success. Both conscientiousness and academic success are broad concepts, consisting of multiple lower level facets. Conscientiousness facets ... [more ▼]

Conscientiousness is the strongest BIG-5 predictor of academic success. Both conscientiousness and academic success are broad concepts, consisting of multiple lower level facets. Conscientiousness facets might display differential relations to different indicators of academic success. To investigate these relations, conscientiousness facets need to be measured in an economic and valid way. We conducted two studies, validating a short conscientiousness scale measuring seven facets of conscientiousness (Industriousness, Task Planning, Perfectionism, Procrastination Refrainment, Tidiness, Control, Cautiousness), and testing the relations of these facets with GPA, test scores, school satisfaction, and engagement. The results supported the validity of the scale. Industriousness, Perfectionism, and Cautiousness revealed the highest relations to academic outcomes. GPA and test scores showed differential associations with the different conscientiousness facets. [less ▲]

Detailed reference viewed: 146 (7 UL)
See detailStudents’ perceptions of instructional quality: Validating 3 dimensions on a lesson-to-lesson basis
Talic, Irma UL; Möller, Jens; Niepel, Christoph UL

Scientific Conference (2020, January 17)

Detailed reference viewed: 32 (1 UL)
Full Text
Peer Reviewed
See detailReligiosity predicts unreasonable coping with COVID-19
Kranz, Dirk; Niepel, Christoph UL; Botes, E'louise UL et al

in Psychology of Religion and Spirituality (2020)

Detailed reference viewed: 45 (1 UL)
Full Text
Peer Reviewed
See detailThe coronavirus (COVID‐19) fatality risk perception of US adult residents in March and April 2020
Niepel, Christoph UL; Kranz, Dirk; Borgonovi, Francesca et al

in British Journal of Health Psychology (2020)

The study compares empirical results on the coronavirus SARS‐CoV‐2 (causing COVID‐19) fatality risk perception of US adult residents stratified for age, gender, and race in mid‐March 2020 (N1 = 1,182) and ... [more ▼]

The study compares empirical results on the coronavirus SARS‐CoV‐2 (causing COVID‐19) fatality risk perception of US adult residents stratified for age, gender, and race in mid‐March 2020 (N1 = 1,182) and mid‐April 2020 (N2 = 953). While the fatality risk perception has increased from March 2020 to April 2020, our findings suggest that many US adult residents severely underestimated their absolute and relative fatality risk (i.e., differentiated for subgroups defined by pre‐existing medical conditions and age) at both time points compared to current epidemiological figures. These results are worrying because risk perception, as our study indicates, relates to actual or intended health‐protective behaviour that can reduce SARS‐CoV‐2 transmission rates. [less ▲]

Detailed reference viewed: 58 (4 UL)
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 ▲]

Detailed reference viewed: 144 (8 UL)
Peer Reviewed
See detailThe stability of academic self-concept profiles – a latent transition analysis
Franzen, Patrick UL; Arens, A. Katrin; Niepel, Christoph UL

Poster (2019, November 06)

Detailed reference viewed: 87 (8 UL)