| Maximizing gender equality by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM. N Hübner, E Wille, J Cambria, K Oschatz, B Nagengast, U Trautwein Journal of Educational Psychology 109 (7), 993, 2017 | 58 | 2017 |
| RIASEC interests and the Big Five personality traits matter for life success—But do they already matter for educational track choices? N Usslepp, N Hübner, G Stoll, M Spengler, U Trautwein, B Nagengast Journal of personality 88 (5), 1007-1024, 2020 | 47 | 2020 |
| School or work? The choice may change your personality J Golle, N Rose, R Göllner, M Spengler, G Stoll, N Hübner, S Rieger, ... Psychological science 30 (1), 32-42, 2019 | 41 | 2019 |
| Die G8-Reform in Baden-Württemberg: Kompetenzen, Wohlbefinden und Freizeitverhalten vor und nach der Reform N Hübner, W Wagner, J Kramer, B Nagengast, U Trautwein Zeitschrift für Erziehungswissenschaft 4 (20), 748-771, 2017 | 38 | 2017 |
| Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades! N Hübner, W Wagner, J Hochweber, M Neumann, B Nagengast Journal of Educational Psychology 112 (1), 204–220, 2020 | 36 | 2020 |
| I can't get no (job) satisfaction? Differences in teachers' job satisfaction from a career pathways perspective T Fütterer, L van Waveren, N Hübner, C Fischer, C Sälzer Teaching and Teacher Education 121, 103942, 2023 | 33 | 2023 |
| When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement … N Hübner, M Spengler, B Nagengast, L Borghans, T Schils, U Trautwein Journal of Educational Psychology 114 (2), 326-345, 2022 | 28 | 2022 |
| Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures J Meyer, T Jansen, N Hübner, O Lüdtke Educational Psychology Review 35 (1), 12, 2023 | 24 | 2023 |
| How strong is the evidence for a causal reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement N Hübner, W Wagner, S Zitzmann, B Nagengast Educational Psychology Review 35, 1-45, 2023 | 22* | 2023 |
| Reading to learn? The co-development of mathematics and reading during primary school N Hübner, C Merrell, H Cramman, J Little, D Bolden, B Nagengast Child Development 93, 1760 –1776, 2022 | 18 | 2022 |
| Who Chooses Teacher Education and Why? Evidence From Germany C Savage, A Ayaita, N Hübner, M Biewen Educational Researcher 50 (7), 483-487, 2021 | 18 | 2021 |
| Should I stay or should I go? Predictors and effects of studying abroad during high school N Hübner, U Trautwein, B Nagengast Learning and Instruction 71, 101398, 2021 | 18 | 2021 |
| Putting all students in one basket does not produce equality: Gender-specific effects of curricular intensification in upper secondary school N Hübner, W Wagner, B Nagengast, U Trautwein School Effectiveness and School Improvement 30 (3), 261-285, 2019 | 14 | 2019 |
| Adapting to the large-scale Advanced Placement Chemistry reform: An examination of teachers’ challenges and instructional practices C Fischer, A Eisenkraft, B Fishman, N Hübner, F Lawrenz Journal of Chemical Education 95 (10), 1701-1710, 2018 | 14 | 2018 |
| Personality, intelligence, and academic achievement: Charting their developmental interplay L Bardach, N Hübner, B Nagengast, U Trautwein, S von Stumm Journal of Personality 91 (6), 1326-1343, 2023 | 12 | 2023 |
| Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany N Hübner, C Savage, C Gräsel, A Wacker Journal of Curriculum Studies 53 (6), 802-820, 2021 | 12 | 2021 |
| Durchführung und methodische Grundlagen der TRAIN-Studie N Rose, K Jonkmann, N Hübner, C Sälzer, O Lüdtke, G Nagy Tradition und Innovation: Entwicklungsverläufe an Haupt-und Realschulen in …, 2013 | 12 | 2013 |
| One Program Fits All? Patterns and Outcomes of Professional Development During a Large-Scale Reform in a High-Stakes Science Curriculum N Hübner, C Fischer, B Fishman, F Lawrenz, A Eisenkraft AERA Open 7, 23328584211028601, 2021 | 9 | 2021 |
| Long-term relevance and interrelation of symbolic and non-symbolic abilities in mathematical-numerical development: Evidence from large-scale assessment data D Braeuning, C Hornung, D Hoffmann, K Lambert, S Ugen, A Fischbach, ... Cognitive Development 58, 101008, 2021 | 9 | 2021 |
| Social Studies Textbook Effects: Evidence From Texas C Savage, N Hübner, M Biewen, B Nagengast, MS Polikoff AERA Open 7, 2332858421992345, 2021 | 9 | 2021 |
Benjamin NagengastUniversity of Tübingen在 uni-tuebingen.de 的电子邮件经过验证
