Search results for author:"Benjamin Nagengast"
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Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement
Learning and Instruction Vol. 52, No. 1 (December 2017) pp. 80–89
The internal/external frame of reference (I/E) model posits that students' academic self-concept in one domain (e.g., math) is positively associated with achievement in the same domain but negatively associated with achievement in a comparison...
Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school
Learning and Instruction Vol. 34, No. 1 (December 2014) pp. 32–41
Recent studies have analyzed social and dimensional comparisons simultaneously in order to consider their impact on students' academic self-concept (e.g., Chiu, 2012). Thereby, social comparisons refer to comparisons with the achievement level of...
Effects of a science center outreach lab on school students' achievement – Are student lab visits needed when they teach what students can learn at school?
Heike Itzek-Greulich; Barbara Flunger; Christian Vollmer; Benjamin Nagengast; Markus Rehm; Ulrich Trautwein
Learning and Instruction Vol. 38, No. 1 (August 2015) pp. 43–52
This study examined the effectiveness of labwork settings in science education with a pretest-posttest design. Sixty-eight ninth-grade classes (
Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains
Herbert W. Marsh; Oliver Lüdtke; Benjamin Nagengast; Ulrich Trautwein; Adel Salah Abduljabbar; Faisal Abdelfattah; Malte Jansen
Learning and Instruction Vol. 35, No. 1 (February 2015) pp. 16–32
The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains, in which achievement in each domain has a positive effect on self-concept in the matching...
The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year
Learning and Instruction Vol. 39, No. 1 (October 2015) pp. 97–106
Homework time and achievement are only modestly associated, whereas homework effort has consistently been shown to positively predict later achievement. We argue that time spent on homework can be an important predictor of achievement when combined...