Benjamin Nagengast is a German

educational psychologist An educational psychologist is a psychologist whose differentiating functions may include diagnostic and psycho-educational Psychological evaluation, assessment, psychological counseling in educational communities (students, teachers, parents, ...

. He has been

Full Professor Professor (commonly abbreviated as Prof.) is an academic rank at universities and other post-secondary education and research institutions in most countries. Literally, ''professor'' derives from Latin as a "person who professes". Professors ...

of Educational Psychology at the

University of Tübingen The University of Tübingen, officially the Eberhard Karl University of Tübingen (german: Eberhard Karls Universität Tübingen; la, Universitas Eberhardina Carolina), is a public research university located in the city of Tübingen, Baden-Wü ...

Germany Germany,, officially the Federal Republic of Germany, is a country in Central Europe. It is the second most populous country in Europe after Russia, and the most populous member state of the European Union. Germany is situated betwe ...

, since November 2012. He has been vice-director of LEAD Graduate School & Research Network since 2012, and vice-director of Hector Research Institute of Education Sciences and Psychology at Tübingen University since 2014.

Life

Nagengast was born in

Mainz Mainz () is the capital and largest city of Rhineland-Palatinate, Germany. Mainz is on the left bank of the Rhine, opposite to the place that the Main (river), Main joins the Rhine. Downstream of the confluence, the Rhine flows to the north-we ...

and grew up near

Frankfurt Frankfurt, officially Frankfurt am Main (; Hessian: , "Frank ford on the Main"), is the most populous city in the German state of Hesse. Its 791,000 inhabitants as of 2022 make it the fifth-most populous city in Germany. Located on its na ...

, Germany. After finishing high school, he studied psychology at

Heidelberg University } Heidelberg University, officially the Ruprecht Karl University of Heidelberg, (german: Ruprecht-Karls-Universität Heidelberg; la, Universitas Ruperto Carola Heidelbergensis) is a public research university in Heidelberg, Baden-Württemberg, ...

and afterwards

social psychology Social psychology is the scientific study of how thoughts, feelings, and behaviors are influenced by the real or imagined presence of other people or by social norms. Social psychologists typically explain human behavior as a result of the r ...

and

quantitative psychology Quantitative psychology is a field of scientific study that focuses on the mathematical modeling, research design and methodology, and statistical analysis of psychological processes. It includes tests and other devices for measuring cognitive ab ...

at the

Ohio State University The Ohio State University, commonly called Ohio State or OSU, is a public land-grant research university in Columbus, Ohio. A member of the University System of Ohio, it has been ranked by major institutional rankings among the best publ ...

, Columbus, US. In 2006, he graduated in Psychology and started working as a research assistant at the department of methodology and evaluation research at the

University of Jena The University of Jena, officially the Friedrich Schiller University Jena (german: Friedrich-Schiller-Universität Jena, abbreviated FSU, shortened form ''Uni Jena''), is a public research university located in Jena, Thuringia, Germany. The un ...

, Germany. In 2009 he earned his

Ph.D. A Doctor of Philosophy (PhD, Ph.D., or DPhil; Latin: or ') is the most common degree at the highest academic level awarded following a course of study. PhDs are awarded for programs across the whole breadth of academic fields. Because it is a ...

at the University of Jena and moved to

Oxford University Oxford () is a city in England. It is the county town and only city of Oxfordshire. In 2020, its population was estimated at 151,584. It is north-west of London, south-east of Birmingham and north-east of Bristol. The city is home to the ...

where he worked at the department of education as a

postdoctoral research fellow A postdoctoral fellow, postdoctoral researcher, or simply postdoc, is a person professionally conducting research after the completion of their doctoral studies (typically a PhD). The ultimate goal of a postdoctoral research position is to p ...

under the lead of Herbert W. Marsh. In 2011 he became

assistant professor Assistant Professor is an academic rank just below the rank of an associate professor used in universities or colleges, mainly in the United States and Canada. Overview This position is generally taken after earning a doctoral degree and general ...

at Tübingen University and in 2012 earned his

habilitation Habilitation is the highest university degree, or the procedure by which it is achieved, in many European countries. The candidate fulfills a university's set criteria of excellence in research, teaching and further education, usually including a ...

, with studies focusing on substantive and methodological advances in

education sciences Education sciences or education theory (traditionally often called ''pedagogy'') seek to describe, understand, and prescribe education policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, ...

and educational psychology.

Research

Nagengast's research focuses on different aspects of

education Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Va ...

, among them

self-concept In the psychology of self, one's self-concept (also called self-construction, self-identity, self-perspective or self-structure) is a collection of beliefs about oneself. Generally, self-concept embodies the answer to the question ''"Who am I? ...

, communication of

values In ethics and social sciences, value denotes the degree of importance of something or action, with the aim of determining which actions are best to do or what way is best to live (normative ethics in ethics), or to describe the significance of dif ...

, the effects of educational interventions in classrooms and

research methodology In its most common sense, methodology is the study of research methods. However, the term can also refer to the methods themselves or to the philosophical discussion of associated background assumptions. A method is a structured procedure for bri ...

. He is reviewer for numerous international scientific journals and editorial board member at the ''

Journal of Educational Psychology The ''Journal of Educational Psychology'' is a peer-reviewed academic journal that was established in 1910 and covers educational psychology. It is published by the American Psychological Association. The current editor-in-chief is Steve Graham (A ...

'' (since 2013) and '' Review of Education'' (since 2017).

Publications

*Nagengast, B., Brisson, B.M., Hulleman, C.S., Gaspard, H., Häfner, I., & Trautwein, U. (2018). Learning more from education intervention studies: Estimating complier average causal effects in a relevance intervention. Journal of Experimental Education, 86, 105–123. *Nagengast, B., & Trautwein, U. (2015). The prospects and limitations of latent variable models in educational psychology. In E.M. Anderman & L. Corno (Eds.), Handbook of Educational Psychology (3rd ed.) (p. 41-58). New York: Routledge. *Gaspard., H., Dicke, A.-L., Flunger, B., Brisson, B.M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51, 1226–1240. doi: 10.1037/dev0000028 *Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107, 663–677. doi: 10.1037/edu0000003 *Nagengast, B., Marsh, H.W., Chiorri, C., & Hau, K.-T. (2014). Character building or subversive consequences of employment during high school: Causal effects based on propensity score models for categorical treatments. Journal of Educational Psychology, 106, 584–603. doi: 10.1037/a0035615 *Nagengast, B., Trautwein, U., Kelava, A., & Lüdtke, O. (2013). Synergistic effects of expectancy and value. The case for a within-person perspective. Multivariate Behavioral Research, 48, 428–460. doi: 10.1080/00273171.2013.775060 *Nagengast, B., & Marsh, H.W. (2012). Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of Educational Psychology, 104, 1033–1053. doi: 10.1037/a0027697 *Nagengast, B., Marsh, H.W., Scalas, L.F., Xu, M., Hau, K.-T, & Trautwein, U. (2011). Who took the “x” out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological Science, 22, 1058–1066. *Marsh, H.W., Nagengast, B., & Morin, A.J.S. (2013). Measurement invariance of Big-Five factor structure over the life span: Exploratory structural equation modelling tests of gender, age, plasticity, maturity and La Dolce Vita effects. Developmental Psychology, 49, 1194–1218.

References

External links

*Webpage of Benjamin Nagengast *Homepage of Hector Research Institute *Homepage of LEAD Graduate School {{DEFAULTSORT:Nagengast, Benjamin German psychologists Educational psychologists Writers from Mainz Living people Academic staff of the University of Tübingen Year of birth missing (living people)