  | 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 |
TEUBER, Z.* , EMSLANDER, V.* , WEBER, A. M., Rueth, J.-E., Stockinger, K., Teuber, M., Roth, G., Dicke, T., Aunola, K., & NIEPEL, C. (2024). Inside Out: A Systematic Review and Meta-Analysis on the Link between the Use of Emotion Regulation Strategies and Academic Achievement in Students. OSF register. doi:10.17605/OSF.IO/TV6N2 * These authors have contributed equally to this work. |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
| 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 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 |
 | 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 |
 | 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 |
 | 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., 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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 |
 | 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., 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 |
 | GREIFF, S., NEUBERT, J., NIEPEL, C., & Ederer, P. (2015). Editorial. International Journal of Lifelong Education, 4, 373-375. Peer reviewed |
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 |
  | 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. |
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 |
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. |
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. |
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. |
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., 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. |
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. |
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., 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. |
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. |
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. |
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. |
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. (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. |
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. |
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., 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. |
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). |
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. |
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. |
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. |
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. |
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. |
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. |
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., 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., 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., 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. |
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. |
