Christoph Niepel
Zitiert von
Zitiert von
Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains
F Preckel, C Niepel, M Schneider, M Brunner
Journal of adolescence 36 (6), 1165-1175, 2013
Understanding students' performance in a computer-based assessment of complex problem solving: An analysis of behavioral data from computer-generated log files
S Greiff, C Niepel, R Scherer, R Martin
Computers in Human Behavior 61, 36-46, 2016
The longitudinal interplay of students’ academic self-concepts and achievements within and across domains: Replicating and extending the reciprocal internal/external frame of …
C Niepel, M Brunner, F Preckel
Journal of Educational Psychology 106 (4), 1170, 2014
Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students
C Niepel, M Brunner, F Preckel
Contemporary Educational Psychology 39 (4), 301-313, 2014
The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons
M Pinxten, S Wouters, F Preckel, C Niepel, B De Fraine, K Verschueren
Contemporary educational psychology 41, 124-132, 2015
The coronavirus (COVID‐19) fatality risk perception of US adult residents in March and April 2020
C Niepel, D Kranz, F Borgonovi, V Emslander, S Greiff
British Journal of Health Psychology 25 (4), 883-888, 2020
Religiosity predicts unreasonable coping with COVID-19.
D Kranz, C Niepel, E Botes, S Greiff
Psychology of Religion and Spirituality 15 (1), 1, 2023
Seeing is believing: Gender diversity in STEM is related to mathematics self-concept.
C Niepel, M Stadler, S Greiff
Journal of Educational Psychology, 2019
Choosing between what you want now and what you want most: Self-control explains academic achievement beyond cognitive ability
M Stadler, M Aust, N Becker, C Niepel, S Greiff
Personality and Individual Differences 94, 168-172, 2016
21st century skills: International advancements and recent developments.
S Greiff, C Niepel, S Wüstenberg
Elsevier Science, 2015
The incremental contribution of complex problem-solving skills to the prediction of job level, job complexity, and salary
J Mainert, C Niepel, KR Murphy, S Greiff
Journal of Business and Psychology 34, 825-845, 2019
Desires and intentions for fatherhood: A comparison of childless gay and heterosexual men in Germany.
D Kranz, H Busch, C Niepel
Journal of Family Psychology 32 (8), 995, 2018
Metacognitive confidence judgments and their link to complex problem solving
J Rudolph, C Niepel, S Greiff, F Goldhammer, S Kröner
Intelligence 63, 1-8, 2017
The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries.
F Wolff, F Sticca, C Niepel, T Götz, J Van Damme, J Möller
Journal of Educational Psychology 113 (8), 1529, 2021
Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes.
HW Marsh, PD Parker, J Guo, G Basarkod, C Niepel, B Van Zanden
Journal of Personality and Social Psychology 121 (1), 168, 2021
The dark side of creativity revisited: is students’ creativity associated with subsequent decreases in their ethical decision making?
C Niepel, M Mustafić, S Greiff, RD Roberts
Thinking Skills and Creativity 18, 43-52, 2015
Students' beliefs and attitudes toward mathematics across time: A longitudinal examination of the theory of planned behavior
C Niepel, J Burrus, S Greiff, AA Lipnevich, MW Brenneman, RD Roberts
Learning and individual differences 63, 24-33, 2018
Easily too difficult: Estimating item difficulty in computer simulated microworlds
M Stadler, C Niepel, S Greiff
Computers in Human Behavior 65, 100-106, 2016
Individual psychological responses to the SARS-CoV-2 pandemic: Different clusters and their relation to risk-reducing behavior
M Stadler, C Niepel, E Botes, J Dörendahl, F Krieger, S Greiff
PsyArXiv, 2020
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study.
C Niepel, HW Marsh, J Guo, R Pekrun, J Möller
Journal of Educational Psychology 114 (6), 1380, 2022
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