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Psychology

D-Index
95
Citations
38191
World Ranking
764
National Ranking
24

Overview

Oliver Lüdtke is affiliated with the Leibniz Institute for Science and Mathematics Education in Germany. Their research primarily focuses on psychology, with significant contributions across related subfields including statistics and probability, experimental and cognitive psychology, education, management science and operations research, and applied psychology.

Their work engages with several main research topics, notably psychometric methodologies and testing, statistical methods and Bayesian inference, behavioral health and interventions, school choice and performance, education, achievement and giftedness, mental health research topics, and advanced causal inference techniques.

Oliver Lüdtke has published extensively in a number of academic venues. Frequent publication venues include:

  • Educational Psychology Review
  • Structural Equation Modeling A Multidisciplinary Journal
  • Journal of Educational Psychology
  • European Journal of Personality
  • Psychological Methods

Selected recent papers authored or co-authored by Oliver Lüdtke include:

  • "A Comparison of Different Approaches for Estimating Cross-Lagged Effects from a Causal Inference Perspective," 2022, Structural Equation Modeling A Multidisciplinary Journal
  • "A three-dimensional taxonomy of achievement emotions," 2022, Journal of Personality and Social Psychology
  • "Why Full, Partial, or Approximate Measurement Invariance Are Not a Prerequisite for Meaningful and Valid Group Comparisons," 2023, Structural Equation Modeling A Multidisciplinary Journal
  • "Does instructional quality mediate the link between teachers' emotional exhaustion and student outcomes? A large-scale study using teacher and student reports," 2021, Journal of Educational Psychology
  • "Is emotional exhaustion only the result of work experiences? A diary study on daily hassles and uplifts in different life domains," 2020, Anxiety Stress & Coping

Oliver Lüdtke has collaborated frequently with a number of co-authors, including:

  • Alexander Robitzsch
  • Esther Ulitzsch
  • Simon Grund
  • Reinhard Pekrun
  • Herbert W. Marsh

Best Publications

  • Academic Self‐Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

    Herbert W. Marsh;Ulrich Trautwein;Oliver Lüdtke;Olaf Köller

  • Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept

    Herbert Warren Marsh;Oliver Ludtke;Ulrich Trautwein;Alexandre Morin

  • Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching

    Herbert Warren Marsh;Bengt Muthen;Tihomir Asparouhov;Oliver Ludtke

  • Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment

    Anne C. Frenzel;Thomas Goetz;Oliver Lüdtke;Reinhard Pekrun

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

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

  • The Multilevel Latent Covariate Model: A New, More Reliable Approach to Group-Level Effects in Contextual Studies.

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

  • Professional Development Across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities

    Dirk Richter;Mareike Kunter;Uta Klusmann;Oliver Lüdtke

  • Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns

    Uta Klusmann;Mareike Kunter;Ulrich Trautwein;Oliver Lüdtke

  • 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

  • Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model.

    Ulrich Trautwein;Oliver Lüdtke;Inge Schnyder;Alois Niggli

  • The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research

    Herbert Warren Marsh;Marjorie Seaton;Ulrich Trautwein;Oliver Ludtke

  • A Random Walk Down University Avenue: Life Paths, Life Events, and Personality Trait Change at the Transition to University Life

    Oliver Lüdtke;Brent W. Roberts;Ulrich Trautwein;Gabriel Nagy

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

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

  • Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling

    Oliver Lüdtke;Alexander Robitzsch;Ulrich Trautwein;Mareike Kunter

  • What makes lessons interesting?: The role of situational and individual factors in three school subjects

    Yi-Miau Tsai;Mareike Kunter;Oliver Ludtke;Ulrich Trautwein

  • Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.

    Ulrich Trautwein;Oliver Lüdtke;Olaf Köller;Jürgen Baumert

  • Tracking, grading, and student motivation : Using group composition and status to predict self-concept and interest in ninth-grade mathematics

    Ulrich Trautwein;Oliver Lüdtke;Herbert W. Marsh;Olaf Köller

  • Short assessment of the Big Five: robust across survey methods except telephone interviewing

    Frieder R. Lang;Dennis John;Oliver Lüdtke;Jürgen Schupp

  • 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

  • Between- and within-domain relations of students' academic emotions.

    Thomas Goetz;Anne C. Frenzel;Reinhard Pekrun;Nathan C. Hall

Frequent Co-Authors

Ulrich Trautwein
Ulrich Trautwein University of Tübingen
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Benjamin Nagengast
Benjamin Nagengast University of Tübingen
Brent W. Roberts
Brent W. Roberts University of Illinois at Urbana-Champaign
Thomas Goetz
Thomas Goetz University of Vienna
Anne C. Frenzel
Anne C. Frenzel Ludwig-Maximilians-Universität München
Philip D. Parker
Philip D. Parker Australian Catholic University
Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Nathan C. Hall
Nathan C. Hall McGill University
Alexandre J. S. Morin
Alexandre J. S. Morin Concordia University

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