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Ulrich Trautwein

Ulrich Trautwein

D-Index & Metrics

Psychology

D-Index
96
Citations
37307
World Ranking
732
National Ranking
22

Overview

Ulrich Trautwein is affiliated with the University of Tübingen in Germany and has produced extensive research primarily in the fields of Psychology and Social Sciences. Their work has a broad focus encompassing Experimental and Cognitive Psychology, Education, Social Psychology, Sociology and Political Science, and Developmental and Educational Psychology.

Their research covers key topics including Education, Achievement, and Giftedness; Motivation and Self-Concept in Sports; Personality Traits and Psychology; Cognitive Abilities and Testing; Virtual Reality Applications and Impacts; Grit, Self-Efficacy, and Motivation; and Early Childhood Education and Development.

Notable recent papers include:

  • Learning with simulated virtual classmates: Effects of social-related configurations on students' visual attention and learning experiences in an immersive virtual reality classroom, 2022, published in Computers in Human Behavior
  • The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations, 2021, published in Journal of Educational Psychology
  • It Takes Two: Expectancy-Value Constructs and Vocational Interests Jointly Predict STEM Major Choices, 2020, published in Contemporary Educational Psychology
  • The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?, 2020, published in 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, published in Journal of Personality

Frequent co-authors in Ulrich Trautwein's research include Benjamin Nagengast, Enkelejda Kasneci, Peter Gerjets, Richard Göllner, and Hanna Gaspard.

They have contributed numerous publications to several academic journals, with the most frequent venues being the Journal of Educational Psychology, Learning and Instruction, Zeitschrift für Erziehungswissenschaft, Contemporary Educational Psychology, and European Journal of Personality.

Ulrich Trautwein is also an author of book publications, including a 2024 work titled Literar- und medienästhetisches Lernen: Zum Praxisbezug fachdidaktischer Forschungspraktiken, published under Sprachlich-literarisches Lernen und Deutschdidaktik. Bände.

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

  • 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

  • Motivations for choosing teaching as a career : An international comparison using the FIT-Choice scale

    Helen Margaret Gilchrist Watt;Paul William Richardson;Uta Klusmann;Mareike Kunter

  • 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

  • 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

  • The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort

    Ulrich Trautwein

  • Schulumwelten - institutionelle Bedingungen des Lehrens und Lernens

    Jürgen Baumert;Ulrich Trautwein;Cordula Artelt

  • Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value

    Gabriel Nagy;Ulrich Trautwein;Jürgen Baumert;Olaf Köller

Frequent Co-Authors

Oliver Lüdtke
Oliver Lüdtke Leibniz Institute for Science and Mathematics Education
Benjamin Nagengast
Benjamin Nagengast University of Tübingen
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Brent W. Roberts
Brent W. Roberts University of Illinois at Urbana-Champaign
Ingo Zettler
Ingo Zettler University of Copenhagen
Philip D. Parker
Philip D. Parker Australian Catholic University
John F. Rauthmann
John F. Rauthmann Bielefeld University
Peter Gerjets
Peter Gerjets University of Tübingen
Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine
Alexandre J. S. Morin
Alexandre J. S. Morin Concordia University

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