Christoph Niepel

Christoph Niepel

Research scientist

Faculté ou Centre Faculté des Sciences Humaines, des Sciences de l'Éducation et des Sciences Sociales​
Department Département Sciences comportementales et cognitives
Adresse postale Université du Luxembourg
Maison des Sciences Humaines
11, Porte des Sciences
L-4366 Esch-sur-Alzette
Bureau sur le campus MSH, E03 25-400
E-mail
Téléphone (+352) 46 66 44 6747
Fax (+352) 46 66 44 36747

Dr. Christoph Niepel, Research Scientist and member of the CBA research group.

Professional Summary

Christoph Niepel has a permanent research scientist position within the Computer-Based Assessment (CBA) research group, 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. 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, incoming), and multiple times as guest editor. 

Within the CBA group, Christoph Niepel is principal investigator of the DynASCEL project and acting principal investigator of the enhanCe project. 

Professional Profiles

 

Go to CBA People

Last updated on: lundi 07 décembre 2020

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

Marsh, H. W., Parker, P., Guo, J., Basarkod, G., Niepel, C., & Van Zanden, B. (2020). Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes. Journal of Personality and Social Psychology. Advance online publication.

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 2020British Journal of Health Psychology. Advance online publication.

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.

Niepel, C., Greiff, S., Mohr, J. J., Fischer, J. A., & 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 Psychology111, 1119-1130.

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.

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.

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.

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, 1170-1191.

Niepel, C., Brunner, M., & Preckel, F. (2014). Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in secondary school students at the academic track. Contemporary Educational Psychology, 39, 301–313.

 

For the complete list of publications, please refer here.



Last updated on: 04 nov 2020

At the University of Luxembourg, Christoph Niepel currently gives classes on evaluation and assessment as well as on structural equation modeling.



Last updated on: 04 nov 2020