Christoph Niepel

Christoph Niepel

Research scientist

Faculty or Centre Faculty of Humanities, Education and Social Sciences
Department Department of Behavioural and Cognitive Sciences
Postal Address Université du Luxembourg
Maison des Sciences Humaines
11, Porte des Sciences
L-4366 Esch-sur-Alzette
Campus Office MSH, E04 25-170
Email
Telephone (+352) 46 66 44 6747

Professional Summary

Christoph Niepel has a permanent research scientist position within the Institute of Lifespan Development, Family and Culture (LDFC), where he conducts and coordinates research on motivation, personality, and assessment (mainly) in educational psychology. He holds PhD supervision rights at the University of Luxembourg and a PhD in psychology (University of Trier). Christoph Niepel has received an approx. 600,000€ in grant funding and worked as a visiting scholar in Australia, Germany, Norway, and the US.

He has published in several high-ranking scientific journals and served as associate editor (Thinking Skills and Creativity), editorial board member (Journal of Educational Psychology), and multiple times as guest editor.

Professional Profiles

Last updated on: Friday, 22 July 2022

Research Interests

  • Educational Psychology
  • Learning & Personality 
  • Academic Motivation
  • Academic Self-Concept
  • Instructional Quality
  • Gender
  • LGBTQ Psychology
  • Experience Sampling

Projects

  • Dynamics of Academic Self-Concept in Everyday Life (DynASCEL): The DynASCEL project proposes to examine state aspects and dynamics in students’ academic self-concepts and their perceptions of instructional quality on a lesson-to-lesson basis by the use of e-diaries (ambulatory assessment/experience sampling).
  • The role of Conscientiousness skills as enhancers of academic success in secondary education (enhanCe): The enhanCe project proposes to examine students’ conscientiousness skills and the construction of corresponding short scales.
  • Personality, attitudes, and individual differences regarding the Coronavirus pandemic (PANIC): The PANIC project proposes to examine the way individuals behave, react, and perceive the Coronavirus pandemic of 2020.



Last updated on: 24 Nov 2020

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Articles published in scientific periodicals

Arens, A. K., & Niepel, C. (2023). Formation of academic self-concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model. British Journal of Educational Psychology.
van der Westhuizen, L., Arens, A. K., Keller, U., Greiff, S., Fischbach, A., & Niepel, C. (2023). The formation of academic self-concept and interest in primary school: Examining the generalized internal/external frame of reference model with first- and third-grade children. Contemporary Educational Psychology.
Franzen, P., Arens, A. K., Greiff, S., & Niepel, C. (2022). Student profiles of self-concept and interest in four domains: A latent transition analysis. Learning and Individual Differences, 95(5), 102-139.
Franzen, P., Arens, A. K., Greiff, S., van der Westhuizen, L., Fischbach, A., Wollschläger, R., & Niepel, C. (2022). Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments. Journal of Personality Assessment, 104(6), 759-773.
Hausen, J., Möller, J., Greiff, S., & Niepel, C. (2022). Students’ Personality and State Academic Self-Concept: Predicting Differences in Mean Level and Within-Person Variability in Everyday School Life. Journal of Educational Psychology, 114(6), 1394–1411.
Niepel, C., Marsh, H. W., Guo, J., Pekrun, R., & Möller, J. (2022). Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study. Journal of Educational Psychology, 114(6), 1380-1393.
Talic, I., Scherer, R., Marsh, H. W., Greiff, S., Möller, J., & Niepel, C. (2022). Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling. Learning and Instruction, 81.
van der Westhuizen, L., Arens, A. K., Greiff, S., Fischbach, A., & Niepel, C. (2022). The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds. Contemporary Educational Psychology.
Dörendahl, J., Greiff, S., & Niepel, C. (2021). Assessing 16 fundamental motives with fewer than 50 items: Development and validation of the German 16 Motives Research Scales (16mrs). Frontiers in Psychology, 12, 1740.
Dörendahl, J., Scherer, R., Greiff, S., Martin, R., & Niepel, C. (2021). Dimensional comparisons in the formation of domain-specific achievement goals. Motivation Science, 7(3), 306–318.
Marsh, H. W., Parker, P. D., Guo, J., Basarkod, G., Niepel, C., & Van Zanden, B. (2021). Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes. Journal of Personality and Social Psychology.
Schneider, R., Sparfeldt, J. R., Niepel, C., Buch, S. R., & Rost, D. H. (2021). Measurement Invariance of Test Anxiety Across Four School Subjects. European Journal of Psychological Assessment.
Wolff, F., Sticca, F., Niepel, C., Goetz, T., Van Damme, J., & Möller, J. (2021). 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. Journal of Educational Psychology, 113(8), 1529–1549.
Dörendahl, J., Niepel, C., & Greiff, S. (2020). Actually Getting Some Satisfaction on the Job: Need–Supply Fit of Fundamental Motives at Work. Frontiers in Psychology, 11.
Kranz, D., Niepel, C., Botes, E. L., & Greiff, S. (2020). Religiosity predicts unreasonable coping with COVID-19. Psychology of Religion and Spirituality.
Niepel, C., Kranz, D., Borgonovi, F., Emslander, V., & Greiff, S. (2020). The coronavirus (COVID‐19) fatality risk perception of US adult residents in March and April 2020. British Journal of Health Psychology, 12438.
Arens, A. K., & Niepel, C. (2019). School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences. British Journal of Educational Psychology, 89, 689-706.
Greiff, S., Stadler, M., & Niepel, C. (2019). Extraversion, working style, reasoning, and complex problem solving. A study on the mechanisms underlying the link between personality and cognitive ability. Psychological Test and Assessment Modeling, 61, 319-330.
Mainert, J., Niepel, C., Murphy, K. R., & Greiff, S. (2019). The Incremental Contribution of Complex Problem-Solving Skills to the Prediction of Job Level, Job Complexity, and Salary. Journal of Business and Psychology, 34, 825-845.
Niepel, C., Greiff, S., Mohr, J., Fischer, & Kranz, D. (2019). The English and German versions of the Lesbian, Gay, and Bisexual Identity Scale. Establishing measurement invariance across nationality and gender groups. Psychology of Sexual Orientation and Gender Diversity, 6, 160-174.
Niepel, C., Stadler, M., & Greiff, S. (2019). Seeing is believing: Gender diversity in STEM is related to mathematics self-concept. Journal of Educational Psychology, 111(6), 1119-1130.
Stadler, M., Niepel, C., & Greiff, S. (2019). Differentiating between static and complex problems: A theoretical framework and its empirical validation. Intelligence, 72, 1-12.
Kranz, D., Busch, H., & Niepel, C. (2018). Desires and intentions for fatherhood: A comparison of childless gay and heterosexual men in Germany. Journal of Family Psychology, 32(8), 995-1004.
Mainert, J., Niepel, C., Lans, T., & Greiff, S. (2018). How employees perceive organizational learning: construct validation of the 25-item short form of the strategic learning assessment map (SF-SLAM). Journal of Knowledge Management, 22, 57-75.
Niepel, C., Burrus, J., Greiff, S., Lipnevich, A. A., Brenneman, M. W., & Roberts, R. D. (2018). Students' beliefs and attitudes toward mathematics across time: A longitudinal examination of the theory of planned behavior. Learning and Individual Differences, 63, 24 - 33.
Stadler, M., Becker, N., Schult, J., Niepel, C., Spinath, F. M., Sparfeldt, J., & Greiff, S. (2018). The logic of success: the relation between complex problem-solving skills and university achievement. Higher Education, 76, 1–15.
Mustafic, M., Niepel, C., & Greiff, S. (2017). Assimilation and contrast effects in the formation of problem-solving self-concept. Learning and Individual Differences, 54, 82-91.
Baggen, Y., Mainert, J., Kretzschmar, A., Lans, T., Biemans, H. J. A., Niepel, C., & Greiff, S. (2017). Complex Problems in Entrepreneurship Education: Examining Complex Problem-Solving in the Application of Opportunity Identification. Education Research International, 13.
Klusemann, J., & Niepel, C. (2017). Entwicklung und erste Überprüfung des dialog Persönlichkeitsinventars (dpi) für den Einsatz im Coaching. Zeitschrift für Arbeits- und Organisationspsychologie, 61(1), 31-44.
Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2017). Metacognitive confidence judgments and their link to complex problem solving. Intelligence.
Greiff, S., Niepel, C., Scherer, R., & Martin, R. (2016). Understanding students' performance in a computer-based assessment of complex problem solving. An analysis of behavioral data from computer-generated log files. Computers in Human Behavior, 61, 36-46.
Stadler, M., Aust, M., Becker, N., Niepel, C., & Greiff, S. (2016). The choice between what you want now and what you want most. Self-control explains academic achievement beyond cognitive ability. Personality and Individual Differences, 94, 168-172.
Stadler, M., Niepel, C., & Greiff, S. (2016). Easily too difficult. Estimating item difficulty in computer simulated microworlds. Computers in Human Behavior, 65, 100-106.
Greiff, S., Neubert, J., Niepel, C., & Ederer, P. (2015). Complex problem solving. Facilitating the utilization of a concept towards lifelong education. Special Issue. International Journal of Lifelong Education, 4.
Greiff, S., Neubert, J., Niepel, C., & Ederer, P. (2015). Editorial. International Journal of Lifelong Education, 4, 373-375.
Greiff, S., Niepel, C., & Wüstenberg, S. (Crit. Eds.). (2015). 21st century skills. Recent advancements and international developments. Special Issue. Thinking Skills and Creativity, 8.
Greiff, S., Niepel, C., & Wüstenberg, S. (2015). Editorial. Thinking Skills and Creativity, 8, 1-3.
Niepel, C., Mustafic, M., Greiff, S., & Roberts, R. D. (2015). The dark side of creativity revisited: Is students’ creativity associated with subsequent decreases in their ethical decision making? Thinking Skills and Creativity, 18, 43-52.
Pinxten, M., Wouters, S., Preckel, F., Niepel, C., De Fraine, B., & Verschueren, K. (2015). The formation of academic self-concept in elementary education: a unifying model for external and internal comparisons. Contemporary Educational Psychology, 41(2), 124-132.
Niepel, C., Brickwedde, M., & Preckel, F. (2014). Begabtenförderung durch Fähigkeitsgruppierung: Eine wissenschaftliche Begleitung der Sir-Karl-Popper-Klassen am Wiedner-Gymnasium in Wien. ÖzBF news & science, 36/37, 68-74.
Niepel, C., Brunner, M., & Preckel, F. (2014). Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students. Contemporary Educational Psychology, 39, 301-313.
Niepel, C., Brunner, M., & Preckel, F. (2014). The Longitudinal Interplay of Students’ Academic Self-Concepts and Achievements Within and Across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Model. Journal of Educational Psychology, 106(4), 1170-1191.
Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36, 1165-1175.
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Contributions to collective works

Niepel, C., Rudolph, J., Goldhammer, F., & Greiff, S. (2016). Die Rolle transversaler Kompetenzen für schulisches Lernen. Das Beispiel des komplexen Problemlösens. In BMBF, Forschungsvorhaben in Ankopplung an Large-Scale Assessments (pp. 48-62). BMBF.
Rudolph, J., Niepel, C., Martin, R., & Greiff, S. (2015). Die Erfassung naturwissenschaftlicher Kompetenzen bei Luxemburger Schülerinnen und Schülern. Bildungsbericht Luxembourg (pp. 84-90). MENJE/SCRIPT.
Niepel, C. (2011). Nicht-heterosexuelle Identitäten: Empirisch-psychologische Betrachtungen. In M., Schneider & M., Diehl (Eds.), Gender, Queer und Fetisch – Konstruktion von Identität und Begehren (pp. 54-67). Hamburg, Germany: Männerschwarm.
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Scientific congresses, symposiums and conference proceedings – Papers published in a book

Greiff, S., Niepel, C., & Martin, R. (2016). Assessment of transversal skills in large-scale assessments across countries. What about cross-cultural comparability? Issues and current topics in cross cultural assessment. Yokohoma, Japan.
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Scientific congresses, symposiums and conference proceedings – Unpublished conferences

Niepel, C. (2023, March 02). Situative Wahrnehmungen der eigenen Fähigkeiten im Schulalltag: Eine Untersuchung fachbezogener State-Selbstkonzepte mit der Experience Sampling Methode. Paper presented at 10th Conference of the German Association of Empirical Educational Research (GEBF), Essen, Germany.
Niepel, C., & Jansen, M. (2023, March 02). Neue Perspektiven auf das Akademische Selbstkonzept [Symposium]. Paper presented at 10th Conference of the German Association of Empirical Educational Research (GEBF), Essen, Germany.
Talic, I., Rauthmann, J. F., Renner, K.-H., Möller, J., & Niepel, C. (2022, July). Student-Situation Relations in Students’ Real-Time Perceptions of Instructional Quality. Paper presented at ECP20 Conference by the European Association of Personality Psychology (EAPP), Madrid, Spain.
Franzen, P., Niepel, C., Arens, A. K., & Greiff, S. (2021, September 16). Facets of conscientiousness and their relation to academic achievement: a person-centered approach. Paper presented at Joint Conference of the Sections Developmental Psychology & Educational Psychology (paEpsy 2021).
Kranz, D., Busch, H., & Niepel, C. (2021, July). Fathering desires and intentions: A comparison of childless gay and straight men in Germany. Paper presented at 32th International Congress of Psychology (ICP 2020+), Prague, Czech Republic (online).
Talic, I., Scherer, R., Marsh, H. W., Greiff, S., Möller, J., & Niepel, C. (2021). Students’ lesson-to-lesson perceptions of the three basic dimensions of instructional quality. Paper presented at Emotion and Motivation SIG (EARLI Conference for Research on Learning and Instruction), Gothenburg, Sweden (online).
Hausen, J., Möller, J., Greiff, S., & Niepel, C. (2020, November 11). Students’ Personality Relates to Experienced Variability in State Academic Self-Concept. Paper presented at (Semi)virtual Luxembourg Educational Research Association (LuxERA) Conference 2020, Belval, Luxembourg.
van der Westhuizen, L., Franzen, P., Arens, A. K., Greiff, S., Fischbach, A., & Niepel, C. (2020, July). The development and validation of a short conscientiousness questionnaire for large-scale educational assessment. Paper presented at 12th Conference of the International Test Commission, Esch-sur-Alzette, Luxembourg.
van der Westhuizen, L., Arens, A. K., Keller, U., Greiff, S., Fischbach, A., & Niepel, C. (2020, April). Self-concept, interest, and achievement within and across math and verbal domains in first- and third-graders. Paper presented at American Educational Research Association, San Francisco, CA, United States of America.
Talic, I., Möller, J., & Niepel, C. (2020, January 17). Students’ perceptions of instructional quality: Validating 3 dimensions on a lesson-to-lesson basis. Paper presented at Society for Ambulatory Assessment (SAA) Conference.
Talic, I., Möller, J., & Niepel, C. (2019, November 06). How students perceive instructional quality in everyday school life: The factorial validity of three basic dimensions on a lesson-to-lesson basis. Paper presented at 1st LuxERA Emerging Researchers’ Conference.
van der Westhuizen, L., Arens, K., Keller, U., Greiff, S., Fischbach, A., & Niepel, C. (2019, November 06). Dimensional and Social Comparison Effects on Domain-Specific Academic Self-Concepts and Interests with First- and Third-Grade Students. Paper presented at LuxERA Emerging Researchers' Conference, Esch-sur-Alzette, Luxembourg.
Talic, I., Möller, J., & Niepel, C. (2019, September 11). Students' perception of instructional quality in everyday life: Examining the factorial validity of three basic dimensions on a lesson-to-lesson basis. Paper presented at Joint Conference of the Sections Developmental Psychology & Educational Psychology (paEpsy 2019).
Hausen, J., Möller, J., Greiff, S., & Niepel, C. (2019, September 10). Examining grades, achievement test scores, and three intelligence facets within an extended I/E model. Paper presented at Joint Conference of the Sections Developmental Psychology and Educational Psychology (PaEpsy 2019), Leipzig, Germany.
Franzen, P., Arens, A. K., & Niepel, C. (2019, September). Die Stabilität von akademischen Selbstkonzept-Profilen: Befunde einer „latent transition analysis“. Paper presented at 24th PaEpsy Conference, Leipzig, Germany.
Franzen, P., Niepel, C., Arens, A. K., Fischbach, A., & Greiff, S. (2019, September). Entwicklung und Validierung eines Kurzfragebogens zur Erfassung von sieben Facetten von Gewissenhaftigkeit. Paper presented at Joint Conference of the Sections Developmental Psychology & Educational Psychology (paEpsy 2019).
Niepel, C. (2019, August 16). Dimensional comparisons through the lens of the Generalized I/E Model: Recent developments [Symposium]. Paper presented at 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.
Talic, I., Sparfeldt, J., Möller, J., Greiff, S., & Niepel, C. (2019, August 16). Dimensional Comparison Effects on Facets of Subject-Specific Anxieties: A Nested Modelling Approach. Paper presented at European Association for Research on Learning and Instruction (EARLI) Conference.
van der Westhuizen, L., Arens, A. K., Greiff, S., Fischbach, A., & Niepel, C. (2019, August 16). Assimilation and Contrast Effects of Dimensional Comparisons in Self-Concepts, Interests & Anxieties. Paper presented at 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen, Germany.
Hausen, J., Möller, J., Greiff, S., & Niepel, C. (2019, August 13). Implementing intelligence facets as predictors into the generalised I/E model. Paper presented at 18th Biennial European Association for Research on Learning and Instruction (EARLI) Conference, Aachen, Germany.
Franzen, P., van der Westhuizen, L., Greiff, S., Fischbach, A., & Niepel, C. (2019, August). Developing and validating a short-form assessment of conscientiousness competencies. Paper presented at 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen, Germany.
Niepel, C., Stadler, M., & Greiff, S. (2019, February). Der Anteil von Frauen in MINT-Berufen sagt das mathematische Selbstkonzept von Schülerinnen in 23 Ländern voraus. Paper presented at 7th Conference of the German Association of Empirical Educational Research (GEBF), Cologne, Germany.
Franzen, P., van der Westhuizen, L., Greiff, S., Fischbach, A., & Niepel, C. (2018, November 09). Developing and validating a short-form questionnaire for the assessment of seven conscientiousness facets in educational large-scale assessments. Paper presented at Inaugural LuxERA Conference, Esch-sur-Alzette, Luxembourg.
Talic, I., Franzen, P., Greiff, S., & Niepel, C. (2018, November 09). Replicating and extending the GI/E model: Social and dimensional comparison effects of achievement on test anxiety in math, physics, German, and English. Paper presented at Inaugural Conference of the Luxembourg Educational Research Association (LuxERA), Esch-sur-Alzette, Luxembourg.
van der Westhuizen, L., Talic, I., Greiff, S., Fischbach, A., & Niepel, C. (2018, November 09). Dimensional and Social Comparisons Effects on Domain-Specific Self-Concepts and Interests: A Study of Elementary School Children from Luxembourg Across Two Waves. Paper presented at Inaugural Conference of the Luxembourg Educational Research Association (LuxERA), Esch-sur-Alzette, Luxembourg.
Dörendahl, J., Niepel, C., & Greiff, S. (2018, September). Befriedigung gleich Zufriedenheit? Eine Need-Supplies Fit Analyse zur Bedeutung fundamentaler Motive für die Arbeitszufriedenheit. Paper presented at 51st Congress of the German Psychological Association, Frankfurt/Main, Germany.
Dörendahl, J., Niepel, C., & Greiff, S. (2018, July). The role of fundamental motives in job satisfaction. An investigation of needs-supplies fit. Paper presented at 11th Conference of the International Test Commission, Montreal, Canada.
Stadler, M., Niepel, C., & Greiff, S. (2018, July). Towards a multifaceted framework of complex problem solving. Paper presented at Symposium at the 11th Conference of the International Test Commission, Montreal, Canada.
Greiff, S., Niepel, C., Herborn, K., & Mustafic, M. (2018, April). Collaborative problem solving human-agent assessment and the role of personality. Paper presented at National Council on Measurement in Education.
Greiff, S., Niepel, C., & Mustafic, M. (2018, April). An overview. Collaborative problem solving in large-scale assessments. Paper presented at Symposium at the Annual Meeting of the National Council on Measurement in Education, New York, USA.
Herborn, K., Niepel, C., Mustafic, M., & Greiff, S. (2018, April). Validating PISA 2015 collaborative problem solving by face-to-face, self-, and teacher report collaboration measures. Paper presented at National Council on Measurement in Education, USA.
Niepel, C., Burrus, J., Greiff, S., Lipnevich, A. A., Brenneman, M. W., & Roberts, R. D. (2018, February). „Ich will gut in Mathe sein“. Eine längstschnittliche Überprüfung der Theorie des geplanten Verhaltens zur Vorhersage von Mathematikleistung. Paper presented at 6th Conference of the German Association of Empirical Educational Research, Basel, Switzerland.
Schneider, R., Sparfeldt, J., Niepel, C., & Greiff, S. (2018, February). Messinvarianz von Leistungsängstlichkeit über Schulfächer hinweg. Ein Vergleich von Äpfeln mit Birnen? Paper presented at 6th Conference of the German Association of Empirical Educational Research, Basel, Switzerland.
Niepel, C., Keller, U., Greiff, S., & Fischbach, A. (2017, September). Dimensional and social comparisons effects on domain-specific self-concepts and interests: An examination of the generalized I/E model in first- and third-graders. Paper presented at 9th SELF Biennial International Conference, Melbourne, Australia.
Stadler, M., Niepel, C., & Greiff, S. (2017, September). Empirische Trennung von Konnektivität und Dynamik in komplexen Problemlöseaufgaben. Paper presented at 14th Specialist Group Conference on Differential Psychology, Diagnostics and Personality Psychology, Munich, Germany.
Niepel, C., Greiff, S., Keller, U., & Fischbach, A. (2017, August). Dimensional comparisons in primary school. A validation of the generalized I/E model. Paper presented at 17th Conference of the EARLI, Tampere, Finland.
Arens, A. K., & Niepel, C. (2017, March 13). Dimensionale Vergleiche im Lernkontext: Aktuelle Entwicklungen zum internal/external frame of reference (I/E) Modell [Symposium]. Paper presented at 5th Conference of the German Association of Empirical Educational Research (GEBF), Heidelberg, Germany.
Niepel, C., Greiff, S., Keller, U., & Fischbach, A. (2017, March). Effekte sozialer und dimensionaler Vergleiche auf fachspezifische Selbstkonzepte und Interessen bei Grundschulkindern. Paper presented at 5th Conference of the German Association of Empirical Educational Research (GEBF), Heidelberg, Germany.
Mainert, J., Niepel, C., Lans, T., & Greiff, S. (2017). How employees perceive organizational learning. A construct validation of the 25-item short-form strategic learning assessment map (SF-SLAM). Paper presented at 18th Congress of the European Association of Work and Organizational Psychology, Dublin, Ireland.
Mainert, J., Niepel, C., Murphy, K., & Greiff, S. (2017). 21st century skills at work. The incremental contribution of complex problem solving skills to occupational choice and success. Paper presented at 18th Congress of the European Association of Work and Organizational Psychology, Dublin, Ireland.
Stadler, M., Niepel, C., & Greiff, S. (2017). Der Frauenanteil in mathematisch-technischen und Ingenieursberufen sagt das mathematische Selbstkonzept von Schülerinnen in 24 Ländern voraus. Paper presented at 5th Conference of the German Association of Empirical Educational Research, Heidelberg, Germany.
Pavlovic, M., Niepel, C., & Greiff, S. (2016, October). Computer-based assessment of transversal competence. The case of problem-solving competence. Paper presented at International Conference on Competence Theory, Research, and Practice, Wageningen, The Netherlands.
Pavlovic, M., Niepel, C., & Greiff, S. (2016, October). The role of ICT usage in problem-solving achievement. Findings from the PISA 2012 data. Paper presented at International Conference on Competence Theory, Research, and Practice, Wageningen, The Netherlands.
Niepel, C., Stadler, M., & Greiff, S. (2016, September 18). Soziale Vergleiche jenseits der Schule: Gender Diversity in MINT-Berufen sagt das mathematische Selbstkonzept von Schülerinnen und Schülern in 24 Ländern voraus. Paper presented at 50th Congress of the German Psychological Association (DGPs), Leipzig, Germany.
Kranz, D., Topuz, E., & Niepel, C. (2016, August). Fatherhood Desires and Intentions: A Comparison of Young Gay Men in Germany and Turkey. Paper presented at 23rd international congress of the International Association for Cross-Cultural Psychology (IACCP), Nagoya, Japan.
Kranz, D., Fischer, J.-A., & Niepel, C. (2016, July). Parenting Desires and Intentions: A Comparison of Childless Gays and Lesbians in Germany. Paper presented at 31st International Congress of Psychology (ICP), Yokohama, Japan.
Niepel, C., Greiff, S., Mohr, J., & Kranz, D. (2016, July). Lesbian and Gay Identity: Testing for Equivalence Across Germans and US-Americans. Paper presented at 31st International Congress of Psychology (ICP), Yokohama, Japan.
Niepel, C., Greiff, S., Scherer, R., & Martin, R. (2016, July). Using behavioral data from computer-generated log files to understand complex problem solving performance in a computer-based assessment. Paper presented at 31st International Congress of Psychology (ICP), Yokohama, Japan.
Mainert, J., Niepel, C., Kretzschmar, A., & Greiff, S. (2016, April). Complex problem solving in a changing world of work. An empirical construct validation. Paper presented at 31st Annual SIOP Conference in Anaheim, USA.
Mustafic, M., Niepel, C., & Greiff, S. (2016, March). Wie entstehen domänenübergreifende Fähigkeiten und Selbstkonzepte? Prädiktoren des Problemlöseselbstkonzepts. Paper presented at 4th Conference of the German Association of Empirical Educational Research (GEBF), Berlin, Germany.
Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2016, March). Welche Rolle spielt metacognitive Selbsteinschätzung beim Lösen komplexer Probleme? Paper presented at 4th Conference of the German Association of Empirical Educational Research, Berlin, Germany.
Niepel, C., Stadler, M., & Greiff, S. (2016). Soziale Vergleiche jenseits der Schule: Der Anteil von Frauen in mathematisch-technischen und Ingenieursberufen sagt das mathematische Selbstkonzept von Schülerinnen in 24 Ländern voraus. Paper presented at 50th Congress of the German Psychological Association, Leipzig, Germany.
Greiff, S., & Niepel, C. (2015, December). Transversal skills and human capital. Current directions and future perspectives. In K. Murphy (Ed.), Complex problem solving. Paper presented at Symposium at the 7th International Symposium on Human Capital in Beijing, China.
Mustafic, M., Niepel, C., & Greiff, S. (2015, September). Die Rolle von Geschlecht und Selbstkonzept in der komplexen Problemlösefähigkeit. Paper presented at 13th Conference on Differential Psychology and Assessment of the German Psychological Association, Mainz, Germany.
Rudolph, J., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2015, September). Den Zusammenhang zwischen Konfidenz und komplexer Problemlöseleistung verstehen: Eine Betrachtung unter Einbezug von Verhalten, Selbstkonzept und kognitiven Fähigkeiten. Paper presented at Conference on Educational Psychology of the German Psychological Association, Kassel, Germany.
Niepel, C., Greiff, S., Preckel, F., Lipnevich, A. A., Brenneman, M. W., & Roberts, R. D. (2015, August). Examining students’ mathematics attitudes across time: A test of the theory of planned behavior. Paper presented at 16th biennial conference of the European Association for Research in Learning and Instruction (EARLI), Limassol, Cyprus.
Niepel, C., Mustafic, M., & Greiff, S. (2015, August). Examining the formation of students’ intellectual self-concept and problem-solving self-concept within the revisited internal/external frame of reference model. Paper presented at 8th SELF Biennial International Conference, Kiel, Germany.
Mainert, J., Baggen, Y., Niepel, C., & Greiff, S. (2015, May 21). Perceiving entrepreneurial challenges as complex problems. The role of complex problem solving in opportunity identification. Paper presented at 17th Conference of the European Association of Work and Organizational Psychology, Oslo, Norway.
Niepel, C., Mustafic, M., Greiff, S., Petway, K. T., & Roberts, R. D. (2015, March 11). Die ‚Dunkle Seite der Kreativität’: Sagt Kreativität negative Veränderungen im ethischen Entscheiden von Schülerinnen und Schülern vorher? Paper presented at 3rd Conference of the German Association of Empirical Educational Research (GEBF), Bochum, Germany.
Greiff, S., & Niepel, C. (2015). Transversal skills and human capital. Current directions and future perspectives. Paper presented at 7th International Symposium on Human Capital, Beijing, China.
Mainert, J., Niepel, C., & Greiff, S. (2015). Challenges for Human Capital in increasingly complex jobs. Does complex problem solving contribute to pathways of career success? Paper presented at WAOP Conference 2015, Amsterdam, The Netherlands.
Rudolph, J., Krkovic, K., Niepel, C., Greiff, S., Goldhammer, F., & Kröner, S. (2015). Explaining response confidence in Complex Problem Solving perfomance. Paper presented at 16th biennal EALI conference, Limassol, Cyprus.
Rudolph, J., Niepel, C., & Greiff, S. (2015). How motivational and cognitive correlates and their interaction influence Complex Problem Solving Processes. Paper presented at Szeged Workshop on Educational Evaluation, Szeged, Hungary.
Rudolph, J., Niepel, C., Kröner, S., Goldhammer, F., Strobel, A., Preckel, F., & Greiff, S. (2015). Linking confidence in complex problem solving to problem solving selfconcept, achievement, and need for cognition. Paper presented at 31st International Congress of Psychology, Yokohama, Japan.
Rudolph, J., Niepel, C., Wüstenberg, S., & Greiff, S. (2015). Prädiktoren komplexen Problemlösens besser verstehen: Bearbeitungszeit als partieller Mediator für den Effekt von Reasoning und Need for Cognition auf komplexes Problemlösen. Paper presented at 3rd Conference of the German Association of Empirical Educational Research (GEBF), Bochum, Germany.
Stadler, M., Becker, N., Schult, J., Niepel, C., Greiff, S., & Sparfeldt, J. (2015). Die Bedeutung komplexer Problemlösefähigkeit für ein erfolgreiches Studium. Paper presented at 13th Conference on Differential Psychology and Assessment of the German Psychological Association, Mainz, Germany.
Niepel, C., & Kranz, D. (2014, September). Vaterschaftswunsch und -absicht schwuler Männer. Paper presented at 49th Congress of the German Psychological Association (DGPs), Bochum, Germany.
Preckel, F., Niepel, C., & Brunner, M. (2014, April). Others don´t like me if I am good at school? Reciprocal effects of adolescents’ academic and social self-concepts. Paper presented at Annual Meeting of the American Education and Research Association (AERA), Philadelphia, PA, USA.
Wollschläger, R., & Niepel, C. (2014, April). Reference-group effects of class-average cognitive ability on teacher recommendations for higher education. Paper presented at Annual Meeting of the American Education and Research Association (AERA), Philadelphia, PA, USA.
Niepel, C., & Preckel, F. (2014, March). Selbstkonzept und Leistung in Begabten- vs. Regelklassen. Paper presented at 2nd Conference of the German Association of Empirical Educational Research (GEBF), Frankfurt am Main, Germany.
Preckel, F., & Niepel, C. (2012, April). Academic self-concept and achievement goals: Do their reciprocal effects differ for over- and underachievers? Paper presented at Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada.
Stahl, J., Preckel, F., Niepel, C., Goetz, T., & Frenzel, A. (2011, August). Big fish, little pond. Students' self concept and motivation in integrated and segregated gifted education. Paper presented at 19th Biennial Conference of the World Council for Gifted and Talented Children, Prague, Czech Republic.
Niepel, C., & Preckel, F. (2010, September). Struktur und Entwicklung des akademischen Selbstkonzeptes bei Gymnasialschüler/innen: Eine längsschnittliche Modellierung. Paper presented at 47th Congress of the German Psychological Association (DGPs), Bremen, Germany.
Niepel, C., & Preckel, F. (2010, May). Effects of ability grouping of gifted students on academic self-concept. Paper presented at 5th International Conference of Intelligence and Creativity (ICIC), Moscow, Russia.
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Scientific congresses, symposiums and conference proceedings – Posters

Franzen, P., van der Westhuizen, L., Arens, A. K., Fischbach, A., & Niepel, C. (2020, April). Does Conscientiousness Matter for Academic Success? Considering Different Facets of Conscientiousness and Different Educational Outcomes. Poster session presented at AERA Annual Meeting, San Francisco, CA, USA.
Franzen, P., Arens, A. K., & Niepel, C. (2019, November 06). The stability of academic self-concept profiles – a latent transition analysis. Poster session presented at 1st LuxERA Emerging Researchers' Conference, Luxembourg.
Emslander, V., Niepel, C., Kranz, D., & Rutkowski, L. (2017, September). Relationship satisfaction: Establishing measurement and structural invariance across men with gay and straight identity. Poster session presented at 9th SELF Biennial International Conference, Melbourne, Australia.
Kranz, D., Busch, H., & Niepel, C. (2016, July). Fatherhood Desires and Intentions: A Comparison of Childless Gay and Straight Men in Germany. Poster session presented at 24th Biennial Meeting of the International Society for the Study of Behavioural Development (ISSBD), Vilnius, Lithuania.
Niepel, C., & Preckel, F. (2012, April). How are achievement goals, academic self-concept, and academic attainment interrelated across time? Poster session presented at Annual Meeting of the American Educational Research Association (AERA), Vancouver, Canada.
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Scientific presentations in Universities or research centres

Niepel, C. (2016, September 13). Determinants of Academic Self-Concept. Paper presented at Invited talk at Centre for Educational Measurement (CEMO), University of Oslo, Oslo, Norway.
Mustafic, M., Niepel, C., & Greiff, S. (2016, July). Predicting the problem-solving self-concept using the GI/E model. Paper presented at Instituttional Colloquium, Wuppertal, Germany.
Niepel, C. (2016, June 16). Regenbogenfamilien: Forschungsfelder und Befunde. Paper presented at Invited speech at Landesjugendamt Westfalen, Münster, Germany.
Niepel, C. (2015, June 18). Regenbogenfamilien: Forschungsfelder und Befunde zu Kindern in gleichgeschlechtlichen Partnerschaften. Paper presented at invited speech at the University of Trier, Trier, Germany.
Niepel, C. (2015, May 21). Identität und sexuelle Orientierung: Empirisch-psychologische Forschung nicht nur zum Coming Out. Paper presented at Invited speech at the University of Trier, Trier, Germany.
Niepel, C., & Greiff, S. (2015, April 28). Complex Problem Solving, Reasoning, Working Style, and Extraversion: Examining the Link Between Extraversion and Cognitive Ability. Paper presented at 7th Szeged Workshop on Educational Evaluation (SWEE), Szeged, Hungary.
Mustafic, M., Niepel, C., & Greiff, S. (2015, April). Gender differences in complex problem solving. Females outperform males in knowledge acquisition, males outperform females in knowledge application. Paper presented at 7th Szeged Workshop on Educational Evaluation, Szeged, Hungary.
Niepel, C. (2014, December 04). Nichtheterosexuelle Elternschaft: Forschungsfelder und Befunde. Paper presented at Invited speech at Annual Symposium of Evangelischer Verein für Adoption und Pflegekinderhilfe e. V. (EVAP), Düsseldorf, Germany.
Rudolph, J., Niepel, C., & Greiff, S. (2014, September 25). Komplexes Problemlösen und naturwissenschaftliche Erkenntnisgewinnung. Internationale Forschung zu interaktiven Kompetenzen. Paper presented at Leibniz Institute for International Educational Research, Frankfurt, Germany.
Greiff, S., Niepel, C., & Murphy, K. (2014, July). What companies can gain. The assessment of 21st century skills in personnel selection and human resource development. Paper presented at Invited speech at IBM, Boulder, Colorado, USA.
Niepel, C. (2013, May 31). Entwicklung nicht-heterosexueller Identitäten: Forschungsergebnisse und Theorien (nicht nur) zum Coming Out. Paper presented at invited speech at the Waldschlösschen Academy, Reinhausen bei Göttingen, Germany.
Niepel, C. (2013, May 21). Nicht-heterosexuelle Identitäten in der empirisch-psychologischen Forschung. Paper presented at Invited speech at the University of Oldenburg Carl von Ossietzky, Oldenburg, Germany.
Niepel, C. (2012, January 18). Entwicklung nicht-heterosexueller Identitäten: Forschungsergebnisse und Theorien (nicht nur) zum Coming Out. Paper presented at invited speech at the University of Mainz Johannes Gutenberg, Mainz, Germany.
Niepel, C. (2010, December 20). Homosexuelle Identitäten im Blickfeld der empirisch-psychologischen Forschung - Theorien, Befunde, Meinungen. Paper presented at Invited speech at the University of Mainz Johannes Gutenberg, Mainz, Germany.
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Reports – Other

Murphy, K., Greiff, S., & Niepel, C. (2017). 21st century skills for the 21st century work place. Special section. Springer Science & Business Media B.V.
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Speeches

Grund, A., & Niepel, C. (2022). From self-concept to -knowledge to -regulation: A proposal based on students’ domain-specific academic self-concepts and achievements. Paper presented at SELF 2022, Toronto (online conference), Canada.
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URL:  https://wwwen.uni.lu/research/fhse/dbcs/people/christoph_niepel Date:  Monday, 05 June 2023, 12:59