| 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 | 186 | 2016 |
| 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 | 185 | 2013 |
| 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 | 171 | 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 | 126 | 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 | 116 | 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 | 99 | 2020 |
| Seeing is believing: Gender diversity in STEM is related to mathematics self-concept. C Niepel, M Stadler, S Greiff Journal of Educational Psychology, 2019 | 78 | 2019 |
| Religiosity predicts unreasonable coping with COVID-19. D Kranz, C Niepel, E Botes, S Greiff Psychology of Religion and Spirituality 15 (1), 1, 2023 | 76 | 2023 |
| 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 | 71 | 2016 |
| 21st century skills: International advancements and recent developments. S Greiff, C Niepel, S Wüstenberg Elsevier Science, 2015 | 71 | 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 | 57 | 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 | 50 | 2018 |
| 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 | 46 | 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 | 45 | 2021 |
| 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 | 45 | 2017 |
| 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 | 40 | 2015 |
| Easily too difficult: Estimating item difficulty in computer simulated microworlds M Stadler, C Niepel, S Greiff Computers in Human Behavior 65, 100-106, 2016 | 37 | 2016 |
| 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 | 34 | 2022 |
| 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 | 33 | 2018 |
| 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 Preprint from PsyArXiv 10, 2020 | 27 | 2020 |
Jens MöllerProfessor of Educational Psychology, University of Kiel, GermanyEmail được xác minh tại ipl.uni-kiel.de