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Benjamin Nagengast

Benjamin Nagengast

D-Index & Metrics

Psychology

D-Index
49
Citations
13081
World Ranking
5590
National Ranking
264

Overview

Benjamin Nagengast is affiliated with the University of Tübingen in Germany. Their research primarily spans psychology and social sciences, with a focus on experimental and cognitive psychology, education, social psychology, sociology, political science, and developmental and educational psychology.

Their scholarly output includes papers published in several key academic venues such as the Journal of Educational Psychology, Learning and Instruction, Contemporary Educational Psychology, Zeitschrift für Erziehungswissenschaft, and AERA Open.

The main topics addressed in Benjamin Nagengast's work include education, achievement, and giftedness, motivation and self-concept in sports, early childhood education and development, career development and diversity, reading and literacy development, parental involvement in education, and youth development and social support.

Some of their recent publications are:

  • The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations, 2021, Journal of Educational Psychology
  • It Takes Two: Expectancy-Value Constructs and Vocational Interests Jointly Predict STEM Major Choices, 2020, Contemporary Educational Psychology
  • The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?, 2020, Contemporary Educational Psychology
  • RIASEC interests and the Big Five personality traits matter for life success-But do they already matter for educational track choices?, 2020, Journal of Personality
  • When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits, 2021, Journal of Educational Psychology

Benjamin Nagengast has collaborated frequently with several scholars including Ulrich Trautwein, Hanna Gaspard, Nicolas Hübner, Cora Parrisius, and Steffen Zitzmann.

In addition to journal articles, they have contributed to book publications such as Literar- und medienästhetisches Lernen: Zum Praxisbezug fachdidaktischer Forschungspraktiken, published within the Sprachlich-literarisches Lernen und Deutschdidaktik. Bände series in 2024.

Best Publications

  • A new look at the big five factor structure through exploratory structural equation modeling.

    Herbert W. Marsh;Oliver Lüdtke;Bengt Muthén;Tihomir Asparouhov

  • Classroom climate and contextual effects : conceptual and methodological issues in the evaluation of group-level effects

    Herbert W. Marsh;Oliver Lüdtke;Benjamin Nagengast;Ulrich Trautwein

  • Probing for the multiplicative term in modern expectancy-value theory: a latent interaction modeling study

    Ulrich Trautwein;Herbert W Marsh;Benjamin Nagengast;Oliver Lüdtke

  • Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error.

    Herbert Warren Marsh;Oliver Ludtke;Alexander Robitzsch;Ulrich Trautwein

  • Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects

    Herbert W. Marsh;Benjamin Nagengast;Alexandre J. S. Morin

  • Who took the "x" out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization.

    Benjamin Nagengast;Herbert Marsh;Herbert Marsh;L Scalas;L Scalas;Man Xu;Man Xu

  • Why item parcels are (Almost) never appropriate : Two wrongs do not make a right-camouflaging misspecification with item parcels in CFA models

    Herbert W. Marsh;Oliver Lüdtke;Benjamin Nagengast;Alexandre J. S. Morin

  • Longitudinal tests of competing factor structures for the Rosenberg Self-Esteem Scale: traits, ephemeral artifacts, and stable response styles.

    Herbert W. Marsh;L. Francesca Scalas;Benjamin Nagengast

  • More value through greater differentiation: Gender differences in value beliefs about math.

    Hanna Gaspard;Anna-Lena Dicke;Barbara Flunger;Brigitte Schreier

  • Fostering Adolescents' Value Beliefs for Mathematics with a Relevance Intervention in the Classroom.

    Hanna Gaspard;Anna-Lena Dicke;Barbara Flunger;Brigitte Maria Brisson

  • Big fish in little ponds aspire more: mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science

    Benjamin Nagengast;Herbert W. Marsh

  • Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain.

    Hanna Dumont;Ulrich Trautwein;Gabriel Nagy;Benjamin Nagengast

  • What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups.

    Herbert W. Marsh;Jiesi Guo;Philip D. Parker;Benjamin Nagengast

  • Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling.

    Herbert W. Marsh;Benjamin Nagengast;Alexandre J. S. Morin;Roberto H. Parada

  • Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement

    Alena Friedrich;Barbara Flunger;Benjamin Nagengast;Kathrin Jonkmann

  • Doubly Latent Multilevel Analyses of Classroom Climate: An Illustration.

    Alexandre Morin;Herbert Warren Marsh;Benjamin Nagengast;L. Francesca Scalas

  • Evaluative conditioning in social psychology: Facts and speculations.

    Eva Walther;Benjamin Nagengast;Claudia Trasselli

  • Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject.

    Hanna Gaspard;Isabelle Häfner;Cora Parrisius;Ulrich Trautwein

  • Structural equation models of latent interaction and quadratic effects.

    Herbert W. Marsh;Zhonglin Wen;Kit-Tai Hau;Benjamin Nagengast

  • Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes.

    Jiesi Guo;Benjamin Nagengast;Herbert Warren Marsh;Herbert Warren Marsh;Herbert Warren Marsh;Augustin Kelava

  • Methodological Measurement Fruitfulness of Exploratory Structural Equation Modeling (ESEM): New Approaches to Key Substantive Issues in Motivation and Engagement.

    Herbert W. Marsh;Gregory Arief D. Liem;Andrew J. Martin;Alexandre J. S. Morin

  • Exploratory structural equation modeling.

    Alexandre J. S. Morin;Herbert W. Marsh;Benjamin Nagengast

Frequent Co-Authors

Ulrich Trautwein
Ulrich Trautwein University of Tübingen
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Alexandre J. S. Morin
Alexandre J. S. Morin Concordia University
Oliver Lüdtke
Oliver Lüdtke Leibniz Institute for Science and Mathematics Education
Brent W. Roberts
Brent W. Roberts University of Illinois at Urbana-Champaign
Kit-Tai Hau
Kit-Tai Hau Chinese University of Hong Kong
Philip D. Parker
Philip D. Parker Australian Catholic University
Korbinian Moeller
Korbinian Moeller University of Tübingen
Jens Möller
Jens Möller Kiel University
Andrew J. Martin
Andrew J. Martin University of New South Wales

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