Profil

NIEPEL Christoph

University of Luxembourg

ORCID
0000-0001-6376-7901
Main Referenced Co-authors
GREIFF, Samuel  (96)
FISCHBACH, Antoine  (16)
Möller, Jens (16)
Preckel, Franzis (13)
Arens, A. Katrin (12)
Main Referenced Keywords
achievement (6); academic self-concept (4); conscientiousness (3); Educational Psychology (3); interest (3);
Main Referenced Unit & Research Centers
Education, Culture, Cognition & Society (ECCS) > Institute of Cognitive Science and Assessment (COSA) (2)
COSA (1)
Main Referenced Disciplines
Education & instruction (91)
Theoretical & cognitive psychology (21)
Social, industrial & organizational psychology (19)
Social & behavioral sciences, psychology: Multidisciplinary, general & others (14)
Sociology & social sciences (2)

Publications (total 149)

The most downloaded
527 downloads
Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2017). Metacognitive confidence judgments and their link to complex problem solving. Intelligence. doi:10.1016/j.intell.2017.04.005 https://hdl.handle.net/10993/31394

The most cited

99 citations (Scopus®)

Niepel, C., Brunner, M., & Preckel, F. (2014). The Longitudinal Interplay of Students’ Academic Self-Concepts and Achievements Within and Across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Model. Journal of Educational Psychology, 106 (4), 1170-1191. doi:10.1037/a0036307 https://hdl.handle.net/10993/18672

The most significant

Niepel, C., Marsh, H. W., Guo, J., Pekrun, R., & Möller, J. (2022). Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study. Journal of Educational Psychology, 114 (6), 1380-1393. doi:10.1037/edu0000716
Peer Reviewed verified by ORBi

Niepel, C., Kranz, D., Borgonovi, F., Emslander, V., & Greiff, S. (2020). The coronavirus (COVID‐19) fatality risk perception of US adult residents in March and April 2020. British Journal of Health Psychology, 12438. doi:10.1111/bjhp.12438
Peer reviewed

Niepel, C., Stadler, M., & Greiff, S. (2019). Seeing is believing: Gender diversity in STEM is related to mathematics self-concept. Journal of Educational Psychology, 111 (6), 1119-1130. doi:10.1037/edu0000340
Peer Reviewed verified by ORBi


Scientific outputs

Articles in scientific journals with peer reviewing verified by ORBi or included in HEC journal guide

Talic, I., Sparfeldt, J. R., Möller, J., Renner, K.-H., Greiff, S., & Niepel, C. (2023). Social and dimensional comparison effects in general and domain‐specific test anxiety: A nested factor modeling approach. Current Psychology. doi:10.1007/s12144-023-04964-9
Peer Reviewed verified by ORBi

Hausen, J., Möller, J., Greiff, S., & Niepel, C. (2023). Morningness and state academic self-concept in students: Do early birds experience themselves as more competent in daily school life? Contemporary Educational Psychology, 74. doi:10.1016/j.cedpsych.2023.102199
Peer Reviewed verified by ORBi

Kranz, D., Franzen, P., & Niepel, C. (2023). Associations of lesbian and gay identity with relationship status and satisfaction. Identity. doi:10.1080/15283488.2023.2222283
Peer Reviewed verified by ORBi

van der Westhuizen, L., Niepel, C., Greiff, S., Fischbach, A., & Arens, A. K. (2023). The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students. Learning and Instruction, 87. doi:10.1016/j.learninstruc.2023.101802
Peer Reviewed verified by ORBi

van der Westhuizen, L., Arens, A. K., Keller, U., Greiff, S., Fischbach, A., & Niepel, C. (2023). The formation of academic self-concept and interest in primary school: Examining the generalized internal/external frame of reference model with first- and third-grade children. Contemporary Educational Psychology. doi:10.1016/j.cedpsych.2023.102167
Peer Reviewed verified by ORBi

Arens, A. K., & Niepel, C. (2023). Formation of academic self-concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model. British Journal of Educational Psychology. doi:10.1111/bjep.12578
Peer Reviewed verified by ORBi

Franzen, P., Arens, A. K., Greiff, S., & Niepel, C. (April 2022). Student profiles of self-concept and interest in four domains: A latent transition analysis. Learning and Individual Differences, 95 (5), 102-139. doi:10.1016/j.lindif.2022.102139
Peer Reviewed verified by ORBi

van der Westhuizen, L., Arens, A. K., Greiff, S., Fischbach, A., & Niepel, C. (2022). The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds. Contemporary Educational Psychology. doi:10.1016/j.cedpsych.2021.102037
Peer Reviewed verified by ORBi

Hausen, J., Möller, J., Greiff, S., & Niepel, C. (2022). Students’ Personality and State Academic Self-Concept: Predicting Differences in Mean Level and Within-Person Variability in Everyday School Life. Journal of Educational Psychology, 114 (6), 1394–1411. doi:10.1037/edu0000760
Peer Reviewed verified by ORBi

Franzen, P., Arens, A. K., Greiff, S., van der Westhuizen, L., Fischbach, A., Wollschläger, R., & Niepel, C. (2022). Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments. Journal of Personality Assessment, 104 (6), 759-773. doi:10.1080/00223891.2021.1998083
Peer Reviewed verified by ORBi

Talic, I., Scherer, R., Marsh, H. W., Greiff, S., Möller, J., & Niepel, C. (2022). Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling. Learning and Instruction, 81. doi:10.1016/j.learninstruc.2022.101594
Peer Reviewed verified by ORBi

Niepel, C., Marsh, H. W., Guo, J., Pekrun, R., & Möller, J. (2022). Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study. Journal of Educational Psychology, 114 (6), 1380-1393. doi:10.1037/edu0000716
Peer Reviewed verified by ORBi

Dörendahl, J., Scherer, R., Greiff, S., Martin, R., & Niepel, C. (2021). Dimensional comparisons in the formation of domain-specific achievement goals. Motivation Science, 7 (3), 306–318. doi:10.1037/mot0000203
Peer reviewed

Marsh, H. W., Parker, P. D., Guo, J., Basarkod, G., Niepel, C., & Van Zanden, B. (2021). Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes. Journal of Personality and Social Psychology. doi:10.1037/pspp0000306
Peer Reviewed verified by ORBi

Schneider, R., Sparfeldt, J. R., Niepel, C., Buch, S. R., & Rost, D. H. (2021). Measurement Invariance of Test Anxiety Across Four School Subjects. European Journal of Psychological Assessment. doi:10.1027/1015-5759/a000676
Peer reviewed

Wolff, F., Sticca, F., Niepel, C., Goetz, T., Van Damme, J., & Möller, J. (2021). The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countries. Journal of Educational Psychology, 113 (8), 1529–1549. doi:10.1037/edu0000632
Peer Reviewed verified by ORBi

Dörendahl, J., Greiff, S., & Niepel, C. (2021). Assessing 16 fundamental motives with fewer than 50 items: Development and validation of the German 16 Motives Research Scales (16mrs). Frontiers in Psychology, 12, 1740. doi:10.3389/fpsyg.2021.562371
Peer Reviewed verified by ORBi

Niepel, C., Kranz, D., Borgonovi, F., Emslander, V., & Greiff, S. (2020). The coronavirus (COVID‐19) fatality risk perception of US adult residents in March and April 2020. British Journal of Health Psychology, 12438. doi:10.1111/bjhp.12438
Peer reviewed

Dörendahl, J., Niepel, C., & Greiff, S. (2020). Actually Getting Some Satisfaction on the Job: Need–Supply Fit of Fundamental Motives at Work. Frontiers in Psychology, 11. doi:10.3389/fpsyg.2020.01740
Peer Reviewed verified by ORBi

Kranz, D., Niepel, C., Botes, E. L., & Greiff, S. (2020). Religiosity predicts unreasonable coping with COVID-19. Psychology of Religion and Spirituality. doi:10.1037/rel0000395
Peer reviewed

Mainert, J., Niepel, C., Murphy, K. R., & Greiff, S. (2019). The Incremental Contribution of Complex Problem-Solving Skills to the Prediction of Job Level, Job Complexity, and Salary. Journal of Business and Psychology, 34, 825-845. doi:10.1007/s10869-018-9561-x
Peer Reviewed verified by ORBi

Greiff, S., Stadler, M., & Niepel, C. (2019). Extraversion, working style, reasoning, and complex problem solving. A study on the mechanisms underlying the link between personality and cognitive ability. Psychological Test and Assessment Modeling, 61, 319-330.
Peer reviewed

Niepel, C., Stadler, M., & Greiff, S. (2019). Seeing is believing: Gender diversity in STEM is related to mathematics self-concept. Journal of Educational Psychology, 111 (6), 1119-1130. doi:10.1037/edu0000340
Peer Reviewed verified by ORBi

Stadler, M., Niepel, C., & Greiff, S. (2019). Differentiating between static and complex problems: A theoretical framework and its empirical validation. Intelligence, 72, 1-12. doi:10.1016/j.intell.2018.11.003
Peer Reviewed verified by ORBi

Arens, A. K., & Niepel, C. (2019). School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences. British Journal of Educational Psychology, 89, 689-706. doi:10.1111/bjep.12252
Peer Reviewed verified by ORBi

Niepel, C., Greiff, S., Mohr, J., Fischer, & Kranz, D. (2019). The English and German versions of the Lesbian, Gay, and Bisexual Identity Scale. Establishing measurement invariance across nationality and gender groups. Psychology of Sexual Orientation and Gender Diversity, 6, 160-174. doi:10.1037/sgd0000315
Peer reviewed

Niepel, C., Burrus, J., Greiff, S., Lipnevich, A. A., Brenneman, M. W., & Roberts, R. D. (2018). Students' beliefs and attitudes toward mathematics across time: A longitudinal examination of the theory of planned behavior. Learning and Individual Differences, 63, 24 - 33. doi:10.1016/j.lindif.2018.02.010
Peer reviewed

Mainert, J., Niepel, C., Lans, T., & Greiff, S. (2018). How employees perceive organizational learning: construct validation of the 25-item short form of the strategic learning assessment map (SF-SLAM). Journal of Knowledge Management, 22, 57-75. doi:10.1108/JKM-11-2016-0494
Peer reviewed

Stadler, M., Becker, N., Schult, J., Niepel, C., Spinath, F. M., Sparfeldt, J., & Greiff, S. (2018). The logic of success: the relation between complex problem-solving skills and university achievement. Higher Education, 76, 1–15. doi:10.1007/s10734-017-0189-y
Peer reviewed

Kranz, D., Busch, H., & Niepel, C. (2018). Desires and intentions for fatherhood: A comparison of childless gay and heterosexual men in Germany. Journal of Family Psychology, 32 (8), 995-1004. doi:10.1037/fam0000439
Peer Reviewed verified by ORBi

Mustafic, M., Niepel, C., & Greiff, S. (February 2017). Assimilation and contrast effects in the formation of problem-solving self-concept. Learning and Individual Differences, 54, 82-91. doi:10.1016/j.lindif.2017.01.006
Peer Reviewed verified by ORBi

Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2017). Metacognitive confidence judgments and their link to complex problem solving. Intelligence. doi:10.1016/j.intell.2017.04.005
Peer reviewed

Klusemann, J., & Niepel, C. (2017). Entwicklung und erste Überprüfung des dialog Persönlichkeitsinventars (dpi) für den Einsatz im Coaching. Zeitschrift für Arbeits- und Organisationspsychologie, 61 (1), 31-44. doi:10.1026/0932-4089/a000231
Peer Reviewed verified by ORBi

Baggen, Y., Mainert, J., Kretzschmar, A., Lans, T., Biemans, H. J. A., Niepel, C., & Greiff, S. (2017). Complex Problems in Entrepreneurship Education: Examining Complex Problem-Solving in the Application of Opportunity Identification. Education Research International, 13. doi:10.1155/2017/1768690
Peer reviewed

Greiff, S., Niepel, C., Scherer, R., & Martin, R. (2016). Understanding students' performance in a computer-based assessment of complex problem solving. An analysis of behavioral data from computer-generated log files. Computers in Human Behavior, 61, 36-46. doi:10.1016/j.chb.2016.02.095
Peer reviewed

Stadler, M., Aust, M., Becker, N., Niepel, C., & Greiff, S. (2016). The choice between what you want now and what you want most. Self-control explains academic achievement beyond cognitive ability. Personality and Individual Differences, 94, 168-172. doi:10.1016/j.paid.2016.01.029
Peer Reviewed verified by ORBi

Stadler, M., Niepel, C., & Greiff, S. (2016). Easily too difficult. Estimating item difficulty in computer simulated microworlds. Computers in Human Behavior, 65, 100-106. doi:10.1016/j.chb.2016.08.025
Peer reviewed

Pinxten, M., Wouters, S., Preckel, F., Niepel, C., De Fraine, B., & Verschueren, K. (2015). The formation of academic self-concept in elementary education: a unifying model for external and internal comparisons. Contemporary Educational Psychology, 41 (2), 124-132. doi:10.1016/j.cedpsych.2014.12.003
Peer Reviewed verified by ORBi

Niepel, C., Mustafic, M., Greiff, S., & Roberts, R. D. (2015). The dark side of creativity revisited: Is students’ creativity associated with subsequent decreases in their ethical decision making? Thinking Skills and Creativity, 18, 43-52. doi:10.1016/j.tsc.2015.04.005
Peer Reviewed verified by ORBi

Greiff, S., Niepel, C., & Wüstenberg, S. (2015). Editorial. Thinking Skills and Creativity, 8, 1-3.
Peer Reviewed verified by ORBi

Greiff, S., Niepel, C., & Wüstenberg, S. (Crit. Eds.). (2015). 21st century skills. Recent advancements and international developments. Special Issue. Thinking Skills and Creativity, 8.
Peer Reviewed verified by ORBi

Greiff, S., Neubert, J., Niepel, C., & Ederer, P. (2015). Editorial. International Journal of Lifelong Education, 4, 373-375.
Peer reviewed

Greiff, S., Neubert, J., Niepel, C., & Ederer, P. (2015). Complex problem solving. Facilitating the utilization of a concept towards lifelong education. Special Issue. International Journal of Lifelong Education, 4.
Peer reviewed

Niepel, C., Brunner, M., & Preckel, F. (2014). Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students. Contemporary Educational Psychology, 39, 301-313. doi:10.1016/j.cedpsych.2014.07.002
Peer reviewed

Niepel, C., Brickwedde, M., & Preckel, F. (2014). Begabtenförderung durch Fähigkeitsgruppierung: Eine wissenschaftliche Begleitung der Sir-Karl-Popper-Klassen am Wiedner-Gymnasium in Wien. ÖzBF news & science, 36/37, 68-74.

Niepel, C., Brunner, M., & Preckel, F. (2014). The Longitudinal Interplay of Students’ Academic Self-Concepts and Achievements Within and Across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Model. Journal of Educational Psychology, 106 (4), 1170-1191. doi:10.1037/a0036307
Peer Reviewed verified by ORBi

Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36, 1165-1175. doi:10.1016/j.adolescence.2013.09.001
Peer reviewed

Chapters in collective works

Niepel, C., Rudolph, J., Goldhammer, F., & Greiff, S. (2016). Die Rolle transversaler Kompetenzen für schulisches Lernen. Das Beispiel des komplexen Problemlösens. In BMBF, Forschungsvorhaben in Ankopplung an Large-Scale Assessments (pp. 48-62). BMBF.

Rudolph, J., Niepel, C., Martin, R., & Greiff, S. (2015). Die Erfassung naturwissenschaftlicher Kompetenzen bei Luxemburger Schülerinnen und Schülern. In Bildungsbericht Luxembourg (pp. 84-90). MENJE/SCRIPT.

Niepel, C. (2011). Nicht-heterosexuelle Identitäten: Empirisch-psychologische Betrachtungen. In M. Schneider & M. Diehl (Eds.), Gender, Queer und Fetisch – Konstruktion von Identität und Begehren (pp. 54-67). Hamburg, Germany: Männerschwarm.

Proceedings published in a book or a journal

Greiff, S., Niepel, C., & Martin, R. (2016). Assessment of transversal skills in large-scale assessments across countries. What about cross-cultural comparability? In Issues and current topics in cross cultural assessment.

Unpublished scientific communications

Scientific congresses, symposiums and conference with international audience

On request

Greiff, S., & Niepel, C. (2015). Transversal skills and human capital. Current directions and future perspectives [Paper presentation]. 7th International Symposium on Human Capital, Beijing, Senegal.

On personal proposal

NIEPEL, C., Marsh, H. W., Guo, J., Pekrun, R., & Möller, J. (August 2023). Intraindividual dynamics between self-concept and perceived mathematics learning achievement [Paper presentation]. Biennial EARLI Conference for Research on Learning and Instruction, Thessaloniki, Greece.
Peer reviewed

Kranz, D., Busch, H., & Niepel, C. (July 2021). Fathering desires and intentions: A comparison of childless gay and straight men in Germany [Paper presentation]. 32th International Congress of Psychology (ICP 2020+).

van der Westhuizen, L., Franzen, P., Arens, A. K., Greiff, S., Fischbach, A., & Niepel, C. (July 2020). The development and validation of a short conscientiousness questionnaire for large-scale educational assessment [Paper presentation]. 12th Conference of the International Test Commission, Esch-sur-Alzette, Luxembourg.

van der Westhuizen, L., Arens, A. K., Keller, U., Greiff, S., Fischbach, A., & Niepel, C. (April 2020). Self-concept, interest, and achievement within and across math and verbal domains in first- and third-graders [Paper presentation]. American Educational Research Association, San Francisco, CA, United States.

van der Westhuizen, L., Arens, A. K., Greiff, S., Fischbach, A., & Niepel, C. (16 August 2019). Assimilation and Contrast Effects of Dimensional Comparisons in Self-Concepts, Interests & Anxieties [Paper presentation]. 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen, Germany.

Niepel, C. (16 August 2019). Dimensional comparisons through the lens of the Generalized I/E Model: Recent developments [Symposium] [Paper presentation]. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

Hausen, J., Möller, J., Greiff, S., & Niepel, C. (13 August 2019). Implementing intelligence facets as predictors into the generalised I/E model [Paper presentation]. 18th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Aachen, Germany.

Niepel, C., Stadler, M., & Greiff, S. (February 2019). Der Anteil von Frauen in MINT-Berufen sagt das mathematische Selbstkonzept von Schülerinnen in 23 Ländern voraus [Paper presentation]. 7th Conference of the German Association of Empirical Educational Research (GEBF), Cologne, Germany.

Herborn, K., Niepel, C., Mustafic, M., & Greiff, S. (April 2018). Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teacher report collaboration measures [Paper presentation]. National Council on Measurement in Education, United States.

Greiff, S., Niepel, C., Herborn, K., & Mustafic, M. (April 2018). Collaborative problem solving human-agent assessment and the role of personality [Paper presentation]. National Council on Measurement in Education.

Niepel, C., Keller, U., Greiff, S., & Fischbach, A. (September 2017). Dimensional and social comparisons effects on domain-specific self-concepts and interests: An examination of the generalized I/E model in first- and third-graders [Paper presentation]. 9th SELF Biennial International Conference, Melbourne, Australia.

Niepel, C., Greiff, S., Keller, U., & Fischbach, A. (March 2017). Effekte sozialer und dimensionaler Vergleiche auf fachspezifische Selbstkonzepte und Interessen bei Grundschulkindern [Paper presentation]. 5th Conference of the German Association of Empirical Educational Research (GEBF), Heidelberg, Germany.

Kranz, D., Topuz, E., & Niepel, C. (August 2016). Fatherhood Desires and Intentions: A Comparison of Young Gay Men in Germany and Turkey [Paper presentation]. 23rd international congress of the International Association for Cross-Cultural Psychology (IACCP), Nagoya, Japan.

Niepel, C., Greiff, S., Scherer, R., & Martin, R. (July 2016). Using behavioral data from computer-generated log files to understand complex problem solving performance in a computer-based assessment [Paper presentation]. 31st International Congress of Psychology (ICP), Yokohama, Japan.

Kranz, D., Fischer, J.-A., & Niepel, C. (July 2016). Parenting Desires and Intentions: A Comparison of Childless Gays and Lesbians in Germany [Paper presentation]. 31st International Congress of Psychology (ICP), Yokohama, Japan.

Niepel, C., Greiff, S., Mohr, J., & Kranz, D. (July 2016). Lesbian and Gay Identity: Testing for Equivalence Across Germans and US-Americans [Paper presentation]. 31st International Congress of Psychology (ICP), Yokohama, Japan.

Mainert, J., Niepel, C., Kretzschmar, A., & Greiff, S. (April 2016). Complex problem solving in a changing world of work. An empirical construct validation [Paper presentation]. 31st Annual SIOP Conference in Anaheim, USA.

Greiff, S., & Niepel, C. (December 2015). Transversal skills and human capital. Current directions and future perspectives. In K. Murphy (Ed.), Complex problem solving [Paper presentation]. Symposium at the 7th International Symposium on Human Capital in Beijing, China.

Mustafic, M., Niepel, C., & Greiff, S. (September 2015). Die Rolle von Geschlecht und Selbstkonzept in der komplexen Problemlösefähigkeit [Paper presentation]. 13th Conference on Differential Psychology and Assessment of the German Psychological Association, Mainz, Germany.

Niepel, C., Greiff, S., Preckel, F., Lipnevich, A. A., Brenneman, M. W., & Roberts, R. D. (August 2015). Examining students’ mathematics attitudes across time: A test of the theory of planned behavior [Paper presentation]. 16th biennial conference of the European Association for Research in Learning and Instruction (EARLI), Limassol, Cyprus.

Niepel, C., Mustafic, M., & Greiff, S. (August 2015). Examining the formation of students’ intellectual self-concept and problem-solving self-concept within the revisited internal/external frame of reference model [Paper presentation]. 8th SELF Biennial International Conference, Kiel, Germany.

Mainert, J., Baggen, Y., Niepel, C., & Greiff, S. (21 May 2015). Perceiving entrepreneurial challenges as complex problems. The role of complex problem solving in opportunity identification [Paper presentation]. 17th Conference of the European Association of Work and Organizational Psychology, Oslo, Norway.

Stadler, M., Becker, N., Schult, J., Niepel, C., Greiff, S., & Sparfeldt, J. (2015). Die Bedeutung komplexer Problemlösefähigkeit für ein erfolgreiches Studium [Paper presentation]. 13th Conference on Differential Psychology and Assessment of the German Psychological Association, Mainz, Germany.

Mainert, J., Niepel, C., & Greiff, S. (2015). Challenges for Human Capital in increasingly complex jobs. Does complex problem solving contribute to pathways of career success? [Paper presentation]. WAOP Conference 2015, Amsterdam, Netherlands.

Scientific presentations in universities or research centers

Niepel, C. (13 September 2016). Determinants of Academic Self-Concept [Paper presentation]. Invited talk at Centre for Educational Measurement (CEMO), University of Oslo, Oslo, Norway.

Mustafic, M., Niepel, C., & Greiff, S. (July 2016). Predicting the problem-solving self-concept using the GI/E model [Paper presentation]. Instituttional Colloquium, Wuppertal, Germany.

Niepel, C. (16 June 2016). Regenbogenfamilien: Forschungsfelder und Befunde [Paper presentation]. Invited speech at Landesjugendamt Westfalen, Münster, Germany.

Niepel, C. (18 June 2015). Regenbogenfamilien: Forschungsfelder und Befunde zu Kindern in gleichgeschlechtlichen Partnerschaften [Paper presentation]. invited speech at the University of Trier, Trier, Germany.

Niepel, C. (21 May 2015). Identität und sexuelle Orientierung: Empirisch-psychologische Forschung nicht nur zum Coming Out [Paper presentation]. Invited speech at the University of Trier, Trier, Germany.

Niepel, C., & Greiff, S. (28 April 2015). Complex Problem Solving, Reasoning, Working Style, and Extraversion: Examining the Link Between Extraversion and Cognitive Ability [Paper presentation]. 7th Szeged Workshop on Educational Evaluation (SWEE), Szeged, Hungary.

Mustafic, M., Niepel, C., & Greiff, S. (April 2015). Gender differences in complex problem solving. Females outperform males in knowledge acquisition, males outperform females in knowledge application [Paper presentation]. 7th Szeged Workshop on Educational Evaluation, Szeged, Hungary.

Niepel, C. (04 December 2014). Nichtheterosexuelle Elternschaft: Forschungsfelder und Befunde [Paper presentation]. Invited speech at Annual Symposium of Evangelischer Verein für Adoption und Pflegekinderhilfe e. V. (EVAP), Düsseldorf, Germany.

Rudolph, J., Niepel, C., & Greiff, S. (25 September 2014). Komplexes Problemlösen und naturwissenschaftliche Erkenntnisgewinnung. Internationale Forschung zu interaktiven Kompetenzen [Paper presentation]. Leibniz Institute for International Educational Research, Frankfurt, Germany.

Greiff, S., Niepel, C., & Murphy, K. (July 2014). What companies can gain. The assessment of 21st century skills in personnel selection and human resource development [Paper presentation]. Invited speech at IBM, Boulder, Colorado, United States.

Niepel, C. (31 May 2013). Entwicklung nicht-heterosexueller Identitäten: Forschungsergebnisse und Theorien (nicht nur) zum Coming Out [Paper presentation]. invited speech at the Waldschlösschen Academy, Reinhausen bei Göttingen, Germany.

Niepel, C. (21 May 2013). Nicht-heterosexuelle Identitäten in der empirisch-psychologischen Forschung [Paper presentation]. Invited speech at the University of Oldenburg Carl von Ossietzky, Oldenburg, Germany.

Niepel, C. (18 January 2012). Entwicklung nicht-heterosexueller Identitäten: Forschungsergebnisse und Theorien (nicht nur) zum Coming Out [Paper presentation]. invited speech at the University of Mainz Johannes Gutenberg, Mainz, Germany.

Niepel, C. (20 December 2010). Homosexuelle Identitäten im Blickfeld der empirisch-psychologischen Forschung - Theorien, Befunde, Meinungen [Paper presentation]. Invited speech at the University of Mainz Johannes Gutenberg, Mainz, Germany.

Scientific congresses and symposiums with national audience

Lohmann, J., Möller, J., & NIEPEL, C. (September 2023). Wie lange dauern reziproke Effekte zwischen State-Selbstkonzept und wahrgenommener Lernleistung an? Eine Continuous-time Analyse von Experience-Sampling Daten im Fach Deutsch [Paper presentation]. PAEPS Conference, Kiel, Germany.
Peer reviewed

NIEPEL, C., & Möller, J. (September 2023). Dimensionale Vergleiche und fachbezogene State-Selbstkonzepte [Paper presentation]. PAEPS Conference, Kiel, Germany.
Peer reviewed

Niepel, C., & Jansen, M. (02 March 2023). Neue Perspektiven auf das Akademische Selbstkonzept [Symposium] [Paper presentation]. 10th Conference of the German Association of Empirical Educational Research (GEBF), Essen, Germany.

Niepel, C. (02 March 2023). Situative Wahrnehmungen der eigenen Fähigkeiten im Schulalltag: Eine Untersuchung fachbezogener State-Selbstkonzepte mit der Experience Sampling Methode [Paper presentation]. 10th Conference of the German Association of Empirical Educational Research (GEBF), Essen, Germany.

Talic, I., Rauthmann, J. F., Renner, K.-H., Möller, J., & Niepel, C. (July 2022). Student-Situation Relations in Students’ Real-Time Perceptions of Instructional Quality [Paper presentation]. ECP20 Conference by the European Association of Personality Psychology (EAPP), Madrid, Spain.

Franzen, P., Niepel, C., Arens, A. K., & Greiff, S. (16 September 2021). Facets of conscientiousness and their relation to academic achievement: a person-centered approach [Paper presentation]. Joint Conference of the Sections Developmental Psychology & Educational Psychology (paEpsy 2021).

Talic, I., Scherer, R., Marsh, H. W., Greiff, S., Möller, J., & Niepel, C. (2021). Students’ lesson-to-lesson perceptions of the three basic dimensions of instructional quality [Paper presentation]. Emotion and Motivation SIG (EARLI Conference for Research on Learning and Instruction).

Hausen, J., Möller, J., Greiff, S., & Niepel, C. (11 November 2020). Students’ Personality Relates to Experienced Variability in State Academic Self-Concept [Paper presentation]. (Semi)virtual Luxembourg Educational Research Association (LuxERA) Conference 2020, Belval, Luxembourg.

Talic, I., Möller, J., & Niepel, C. (17 January 2020). Students’ perceptions of instructional quality: Validating 3 dimensions on a lesson-to-lesson basis [Paper presentation]. Society for Ambulatory Assessment (SAA) Conference.

van der Westhuizen, L., Arens, K., Keller, U., Greiff, S., Fischbach, A., & Niepel, C. (06 November 2019). Dimensional and Social Comparison Effects on Domain-Specific Academic Self-Concepts and Interests with First- and Third-Grade Students [Paper presentation]. LuxERA Emerging Researchers' Conference, Esch-sur-Alzette, Luxembourg.

Talic, I., Möller, J., & Niepel, C. (06 November 2019). How students perceive instructional quality in everyday school life: The factorial validity of three basic dimensions on a lesson-to-lesson basis [Paper presentation]. 1st LuxERA Emerging Researchers’ Conference.

Talic, I., Möller, J., & Niepel, C. (11 September 2019). Students' perception of instructional quality in everyday life: Examining the factorial validity of three basic dimensions on a lesson-to-lesson basis [Paper presentation]. Joint Conference of the Sections Developmental Psychology & Educational Psychology (paEpsy 2019).

Hausen, J., Möller, J., Greiff, S., & Niepel, C. (10 September 2019). Examining grades, achievement test scores, and three intelligence facets within an extended I/E model [Paper presentation]. Joint Conference of the Sections Developmental Psychology and Educational Psychology (PaEpsy 2019), Leipzig, Germany.

Franzen, P., Niepel, C., Arens, A. K., Fischbach, A., & Greiff, S. (September 2019). Entwicklung und Validierung eines Kurzfragebogens zur Erfassung von sieben Facetten von Gewissenhaftigkeit [Paper presentation]. Joint Conference of the Sections Developmental Psychology & Educational Psychology (paEpsy 2019).

Franzen, P., Arens, A. K., & Niepel, C. (September 2019). Die Stabilität von akademischen Selbstkonzept-Profilen: Befunde einer „latent transition analysis“ [Paper presentation]. 24th PaEpsy Conference, Leipzig, Germany.

Talic, I., Sparfeldt, J., Möller, J., Greiff, S., & Niepel, C. (16 August 2019). Dimensional Comparison Effects on Facets of Subject-Specific Anxieties: A Nested Modelling Approach [Paper presentation]. European Association for Research on Learning and Instruction (EARLI) Conference.

Franzen, P., van der Westhuizen, L., Greiff, S., Fischbach, A., & Niepel, C. (August 2019). Developing and validating a short-form assessment of conscientiousness competencies [Paper presentation]. 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen, Germany.

Talic, I., Franzen, P., Greiff, S., & Niepel, C. (09 November 2018). Replicating and extending the GI/E model: Social and dimensional comparison effects of achievement on test anxiety in math, physics, German, and English [Paper presentation]. Inaugural Conference of the Luxembourg Educational Research Association (LuxERA), Esch-sur-Alzette, Luxembourg.

van der Westhuizen, L., Talic, I., Greiff, S., Fischbach, A., & Niepel, C. (09 November 2018). Dimensional and Social Comparisons Effects on Domain-Specific Self-Concepts and Interests: A Study of Elementary School Children from Luxembourg Across Two Waves [Paper presentation]. Inaugural Conference of the Luxembourg Educational Research Association (LuxERA), Esch-sur-Alzette, Luxembourg.

Franzen, P., van der Westhuizen, L., Greiff, S., Fischbach, A., & Niepel, C. (09 November 2018). Developing and validating a short-form questionnaire for the assessment of seven conscientiousness facets in educational large-scale assessments [Paper presentation]. Inaugural LuxERA Conference, Esch-sur-Alzette, Luxembourg.

Dörendahl, J., Niepel, C., & Greiff, S. (September 2018). Befriedigung gleich Zufriedenheit? Eine Need-Supplies Fit Analyse zur Bedeutung fundamentaler Motive für die Arbeitszufriedenheit [Paper presentation]. 51st Congress of the German Psychological Association, Frankfurt/Main, Germany.

Dörendahl, J., Niepel, C., & Greiff, S. (July 2018). The role of fundamental motives in job satisfaction. An investigation of needs-supplies fit [Paper presentation]. 11th Conference of the International Test Commission, Montreal, Canada.

Stadler, M., Niepel, C., & Greiff, S. (July 2018). Towards a multifaceted framework of complex problem solving [Paper presentation]. Symposium at the 11th Conference of the International Test Commission, Montreal, Canada.

Greiff, S., Niepel, C., & Mustafic, M. (April 2018). An overview. Collaborative problem solving in large-scale assessments [Paper presentation]. Symposium at the Annual Meeting of the National Council on Measurement in Education.

Niepel, C., Burrus, J., Greiff, S., Lipnevich, A. A., Brenneman, M. W., & Roberts, R. D. (February 2018). „Ich will gut in Mathe sein“. Eine längstschnittliche Überprüfung der Theorie des geplanten Verhaltens zur Vorhersage von Mathematikleistung [Paper presentation]. 6th Conference of the German Association of Empirical Educational Research, Basel, Switzerland.

Schneider, R., Sparfeldt, J., Niepel, C., & Greiff, S. (February 2018). Messinvarianz von Leistungsängstlichkeit über Schulfächer hinweg. Ein Vergleich von Äpfeln mit Birnen? [Paper presentation]. 6th Conference of the German Association of Empirical Educational Research, Basel, Switzerland.

Stadler, M., Niepel, C., & Greiff, S. (September 2017). Empirische Trennung von Konnektivität und Dynamik in komplexen Problemlöseaufgaben [Paper presentation]. 14th Specialist Group Conference on Differential Psychology, Diagnostics and Personality Psychology, Munich, Germany.

Niepel, C., Greiff, S., Keller, U., & Fischbach, A. (August 2017). Dimensional comparisons in primary school. A validation of the generalized I/E model [Paper presentation]. 17th Conference of the EARLI, Tampere, Finland.

Arens, A. K., & Niepel, C. (13 March 2017). Dimensionale Vergleiche im Lernkontext: Aktuelle Entwicklungen zum internal/external frame of reference (I/E) Modell [Symposium] [Paper presentation]. 5th Conference of the German Association of Empirical Educational Research (GEBF), Heidelberg, Germany.

Stadler, M., Niepel, C., & Greiff, S. (2017). Der Frauenanteil in mathematisch-technischen und Ingenieursberufen sagt das mathematische Selbstkonzept von Schülerinnen in 24 Ländern voraus [Paper presentation]. 5th Conference of the German Association of Empirical Educational Research, Heidelberg, Germany.

Mainert, J., Niepel, C., Lans, T., & Greiff, S. (2017). How employees perceive organizational learning. A construct validation of the 25-item short-form strategic learning assessment map (SF-SLAM) [Paper presentation]. 18th Congress of the European Association of Work and Organizational Psychology, Dublin, Ireland.

Mainert, J., Niepel, C., Murphy, K., & Greiff, S. (2017). 21st century skills at work. The incremental contribution of complex problem solving skills to occupational choice and success [Paper presentation]. 18th Congress of the European Association of Work and Organizational Psychology, Dublin, Ireland.

Pavlovic, M., Niepel, C., & Greiff, S. (October 2016). The role of ICT usage in problem-solving achievement. Findings from the PISA 2012 data [Paper presentation]. International Conference on Competence Theory, Research, and Practice, Wageningen, Netherlands.

Pavlovic, M., Niepel, C., & Greiff, S. (October 2016). Computer-based assessment of transversal competence. The case of problem-solving competence [Paper presentation]. International Conference on Competence Theory, Research, and Practice, Wageningen, Netherlands.

Niepel, C., Stadler, M., & Greiff, S. (18 September 2016). Soziale Vergleiche jenseits der Schule: Gender Diversity in MINT-Berufen sagt das mathematische Selbstkonzept von Schülerinnen und Schülern in 24 Ländern voraus [Paper presentation]. 50th Congress of the German Psychological Association (DGPs), Leipzig, Germany.

Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (March 2016). Welche Rolle spielt metacognitive Selbsteinschätzung beim Lösen komplexer Probleme? [Paper presentation]. 4th Conference of the German Association of Empirical Educational Research, Berlin, Germany.

Mustafic, M., Niepel, C., & Greiff, S. (March 2016). Wie entstehen domänenübergreifende Fähigkeiten und Selbstkonzepte? Prädiktoren des Problemlöseselbstkonzepts [Paper presentation]. 4th Conference of the German Association of Empirical Educational Research (GEBF), Berlin, Germany.

Niepel, C., Stadler, M., & Greiff, S. (2016). Soziale Vergleiche jenseits der Schule: Der Anteil von Frauen in mathematisch-technischen und Ingenieursberufen sagt das mathematische Selbstkonzept von Schülerinnen in 24 Ländern voraus [Paper presentation]. 50th Congress of the German Psychological Association, Leipzig, Germany.

Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (September 2015). Den Zusammenhang zwischen Konfidenz und komplexer Problemlöseleistung verstehen: Eine Betrachtung unter Einbezug von Verhalten, Selbstkonzept und kognitiven Fähigkeiten [Paper presentation]. Conference on Educational Psychology of the German Psychological Association, Kassel, Germany.

Niepel, C., Mustafic, M., Greiff, S., Petway, K. T., & Roberts, R. D. (11 March 2015). Die ‚Dunkle Seite der Kreativität’: Sagt Kreativität negative Veränderungen im ethischen Entscheiden von Schülerinnen und Schülern vorher? [Paper presentation]. 3rd Conference of the German Association of Empirical Educational Research (GEBF), Bochum, Germany.

Rudolph, J., Niepel, C., Wüstenberg, S., & Greiff, S. (2015). Prädiktoren komplexen Problemlösens besser verstehen: Bearbeitungszeit als partieller Mediator für den Effekt von Reasoning und Need for Cognition auf komplexes Problemlösen [Paper presentation]. 3rd Conference of the German Association of Empirical Educational Research (GEBF), Bochum, Germany.

Rudolph, J., Niepel, C., & Greiff, S. (2015). How motivational and cognitive correlates and their interaction influence Complex Problem Solving Processes [Paper presentation]. Szeged Workshop on Educational Evaluation, Szeged, Hungary.

Rudolph, J., Krkovic, K., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2015). Explaining response confidence in Complex Problem Solving perfomance [Paper presentation]. 16th biennal EALI conference, Limassol, Cyprus.

Rudolph, J., Niepel, C., Kröner, S., Goldhammer, F., Strobel, A., Preckel, F., & Greiff, S. (2015). Linking confidence in complex problem solving to problem solving selfconcept, achievement, and need for cognition [Paper presentation]. 31st International Congress of Psychology, Yokohama, Japan.

Niepel, C., & Kranz, D. (September 2014). Vaterschaftswunsch und -absicht schwuler Männer [Paper presentation]. 49th Congress of the German Psychological Association (DGPs), Bochum, Germany.

Preckel, F., Niepel, C., & Brunner, M. (April 2014). Others don´t like me if I am good at school? Reciprocal effects of adolescents’ academic and social self-concepts [Paper presentation]. Annual Meeting of the American Education and Research Association (AERA), Philadelphia, PA, United States.

Wollschläger, R., & Niepel, C. (April 2014). Reference-group effects of class-average cognitive ability on teacher recommendations for higher education [Paper presentation]. Annual Meeting of the American Education and Research Association (AERA), Philadelphia, PA, United States.

Niepel, C., & Preckel, F. (March 2014). Selbstkonzept und Leistung in Begabten- vs. Regelklassen [Paper presentation]. 2nd Conference of the German Association of Empirical Educational Research (GEBF), Frankfurt am Main, Germany.

Preckel, F., & Niepel, C. (April 2012). Academic self-concept and achievement goals: Do their reciprocal effects differ for over- and underachievers? [Paper presentation]. Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada.

Stahl, J., Preckel, F., Niepel, C., Goetz, T., & Frenzel, A. (August 2011). Big fish, little pond. Students' self concept and motivation in integrated and segregated gifted education [Paper presentation]. 19th Biennial Conference of the World Council for Gifted and Talented Children, Prague, Czechia.

Niepel, C., & Preckel, F. (September 2010). Struktur und Entwicklung des akademischen Selbstkonzeptes bei Gymnasialschüler/innen: Eine längsschnittliche Modellierung [Paper presentation]. 47th Congress of the German Psychological Association (DGPs), Bremen, Germany.

Niepel, C., & Preckel, F. (May 2010). Effects of ability grouping of gifted students on academic self-concept [Paper presentation]. 5th International Conference of Intelligence and Creativity (ICIC), Moscow, Russia.

Posters

Franzen, P., van der Westhuizen, L., Arens, A. K., Fischbach, A., & Niepel, C. (April 2020). Does Conscientiousness Matter for Academic Success? Considering Different Facets of Conscientiousness and Different Educational Outcomes [Poster presentation]. AERA Annual Meeting, San Francisco, CA, United States.

Franzen, P., Arens, A. K., & Niepel, C. (06 November 2019). The stability of academic self-concept profiles – a latent transition analysis [Poster presentation]. 1st LuxERA Emerging Researchers' Conference, Luxembourg.

Emslander, V., Niepel, C., Kranz, D., & Rutkowski, L. (September 2017). Relationship satisfaction: Establishing measurement and structural invariance across men with gay and straight identity [Poster presentation]. 9th SELF Biennial International Conference, Melbourne, Australia.

Kranz, D., Busch, H., & Niepel, C. (July 2016). Fatherhood Desires and Intentions: A Comparison of Childless Gay and Straight Men in Germany [Poster presentation]. 24th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD), Vilnius, Lithuania.

Niepel, C., & Preckel, F. (April 2012). How are achievement goals, academic self-concept, and academic attainment interrelated across time? [Poster presentation]. Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada.

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