Gabriel Nagy

Christian-Albrechts-Universität zu Kiel, Kiel, Schleswig-Holstein, Germany

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Publications (40)26.28 Total impact

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    ABSTRACT: Objective Though it is frequently assumed that the college experience can influence our life goals, this claim has been relatively understudied. The current study examined the role of goals on college major selection, as well as whether major selection influences later goal change. In addition, we examined whether a person's perceptions of his or her peers’ goals influences goal-setting.Method Using a sample of German students (Mage = 19 years, n = 3023 at Wave 1), we assessed life goal levels and changes from high school into college across three assessment occasions. Participants reported their current aspirations, along with the perceived goals of their peers during the college assessments.ResultsUsing latent growth curve models, findings suggest that life goals entering college significantly predict the majors students select. However, this major selection had limited influence on later changes in life goals. Stronger effects were found with respect to perceptions of peers’ goals, with students tending to change their goals to better align with their peers.Conclusions The current study provides evidence that life goals are relatively stable and yet can change during the emerging adult years, in ways that demonstrate the potential influence of the college experience.
    Journal of Personality 11/2014; · 2.44 Impact Factor
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    ABSTRACT: This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students’ reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both Grades 5 and 7 were analyzed. The quality of parental homework involvement was assessed via student reports. It was conceptualized as a multidimensional construct and measured by 3 dimensions proposed by self-determination theory: parental control, parental responsiveness, and parental structure. Whereas students’ academic functioning in Grade 5 predicted the way parents became involved in the homework process in Grade 7, the quality of parents’ help with homework did not depend on their socioeconomic background. Reciprocal relations between the quality of parental homework involvement and children’s academic functioning were observed: Low academic functioning of students in Grade 5 resulted in more parental control in Grade 7, and more parental control in Grade 5 was associated with lower academic functioning in Grade 7. Similarly, high academic functioning in Grade 5 resulted in more parental responsiveness and structure in Grade 7, and more parental responsiveness and structure in Grade 5 were associated with better academic functioning in Grade 7. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
    Journal of Educational Psychology. 01/2014; 106(1):144.
  • Miriam Vock, Olaf Köller, Gabriel Nagy
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    ABSTRACT: Background. Vocational interests play a central role in the vocational decision-making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of trait complexes, specific interest profiles of gifted high-school graduates can be expected. Aims. Vocational interests of gifted and highly achieving adolescents were compared to those of their less intelligent/achieving peers according to Holland's (1997) RIASEC model. Further, the impact of intelligence and achievement on interests were analysed while statistically controlling for potentially influencing variables. Changes in interests over time were investigated. Sample. N= 4,694 German students (age: M= 19.5, SD= .80; 54.6% females) participated in the study (TOSCA; Köller, Watermann, Trautwein, & Lüdtke, 2004). Method. Interests were assessed in participants' final year at school and again 2 years later (N= 2,318). Results. Gifted participants reported stronger investigative and realistic interests, but lower social interests than less intelligent participants. Highly achieving participants reported higher investigative and (in wave 2) higher artistic interests. Considerable gender differences were found: gifted girls had a flat interest profile, while gifted boys had pronounced realistic and investigative and low social interests. Multilevel multiple regression analyses predicting interests by intelligence and school achievement revealed stable interest profiles. Beyond a strong gender effect, intelligence and school achievement each contributed substantially to the prediction of vocational interests. Conclusions. At the time around graduation from high school, gifted young adults show stable interest profiles, which strongly differ between gender and intelligence groups. These differences are relevant for programmes for the gifted and for vocational counselling.
    British Journal of Educational Psychology 06/2013; 83(Pt 2):305-28. · 1.42 Impact Factor
  • Zeitschrift für Pädagogische Psychologie 01/2013; 27(1):51-62. · 0.95 Impact Factor
  • ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE. 01/2013; 27(1-2):51-62.
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    ABSTRACT: In this article, the authors develop and test a differential effects model of university entry versus major selection using a set of common predictors, including background factors (gender and socioeconomic status), academic achievement, and academic self-concept. The research used data from 2 large longitudinal databases from Germany (N = 5,048) and England (N = 15,995) to explore the generalizability of the hypothesized model in 2 cultural contexts. For both countries, the results suggested that (a) socioeconomic status was a key predictor of university entry, whereas gender was a key predictor of major selection; (b) achievement and self-concept in both math and English were positive predictors of university entry; and (c) math achievement and self-concept predicted math-intensive major choice and lower likelihood of entering verbal-intensive majors (and vice versa). Implications for theory and practice are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
    Developmental Psychology 07/2012; · 3.21 Impact Factor
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    ABSTRACT: This article examines the development of social and ethnic disparities in academic achievement in elementary schooling. It investigated whether reading and mathematics development in 136 mixed-ability classes shows path-dependent processes of cumulative advantage (Matthew effects) from Grades 4 to 6 (Grade 4 mean age = 10.62, SD = 0.57) resulting in growing inequality. Status-dependent processes of cumulative advantage, their interaction with path-dependent processes, and consequences for the degree of social and ethnic inequality are examined. Two complementary methods for analyzing multilevel data are used: growth curve and quasi-simplex models. No evidence for a Matthew effect was found in either domain. A compensation effect emerged for reading, to the benefit of ethnic minorities. A fan-spread effect was found for mathematics, partly attributable to status-dependent processes of cumulative advantage.
    Child Development 05/2012; 83(4):1347-67. · 4.92 Impact Factor
  • Zeitschrift für Erziehungswissenschaft 01/2012; 15(4):847-874. · 0.99 Impact Factor
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    ABSTRACT: In modern expectancy–value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy × Value in regression-type models typically plays no major role in educational psychology. The present study used latent moderated structural equation modeling to explore whether there is empirical support for a multiplicative effect in a sample of 2,508 students at the end of secondary education. Expectancy and four facets of value beliefs (attainment, intrinsic, and utility value as well as cost) predicted achievement when entered separately into a regression equation. Moreover, in models with both expectancy and value beliefs as predictor variables, the expectancy component as well as the multiplicative term Expectancy × Value were consistently found to predict achievement positively.
    Journal of Educational Psychology - J EDUC PSYCHOL. 01/2012; 104(3):763-777.
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    ABSTRACT: This longitudinal study examined the relation between continuity and change in the Big Five personality traits and life events. Approximately 2,000 German students were tracked from high school to university or to vocational training or work, with 3 assessments over 4 years. Life events were reported retrospectively at the 2nd and 3rd assessment. Latent curve analyses were used to assess change in personality traits, revealing 3 main findings. First, mean-level changes in the Big Five factors over the 4 years were in line with the maturity principle, indicating increasing psychological maturity from adolescence to young adulthood. Second, personality development was characterized by substantive individual differences relating to the life path followed; participants on a more vocationally oriented path showed higher increases in conscientiousness and lower increases in agreeableness than their peers at university. Third, initial level and change in the Big Five factors (especially Neuroticism and Extraversion) were linked to the occurrence of aggregated as well as single positive and negative life events. The analyses suggest that individual differences in personality development are associated with life transitions and individual life experiences.
    Journal of Personality and Social Psychology 09/2011; 101(3):620-37. · 5.08 Impact Factor
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    ABSTRACT: Enthusiasm is considered an important characteristic of effective teachers. However, the conceptualization of the term in the research literature is inconsistent. Whereas most studies use the term “enthusiasm” to describe features of instruction, some have used it to describe a characteristic of teachers. This research seeks to clarify the concept of teacher enthusiasm, examining its dimensionality and context specificity. The study draws on three samples of teachers who were administered questionnaire measures of enthusiasm. In two samples (N=205 and 332), it was possible to match teacher data with data on the students taught. In another sample (N=113), additional measures of work-related wellbeing were implemented. Confirmatory multigroup factor analyses showed that two dimensions of teacher enthusiasm can be distinguished, namely enthusiasm for teaching and enthusiasm for the subject. These dimensions differed in their meaning and context specificity. Whereas teaching enthusiasm was systematically linked to occupational wellbeing and to classroom variables, subject enthusiasm related only moderately to other measures of occupational wellbeing and was independent of characteristics of the classes taught.
    Fuel and Energy Abstracts 01/2011; 36(4):289-301.
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    ABSTRACT: Stage 5 of the German National Educational Panel Study focuses on upper secondary education in academic school tracks and the subsequent transitions. We give an overview of prior empirical studies of the upper secondary level and describe a number of unresolved general research questions that are being focused on in stage 5. These questions mainly address the comparison of traditional and nontraditional pathways to the Abitur (the general qualification for university entrance), the academic achievement levels of Abitur students (in different school types), social disparities (in traditional and nontraditional Gymnasium), and how well achievement indicators (school grades, competencies, Abitur certificate) predict students’ further development. Although the research instrument for the National Educational Panel Study is very broad, these guiding questions are central for its development. In addition to the panel study, stage 5 is implementing two supplementary studies to reflect changes due to reforms of the Gymnasium and their consequences for the interpretation of longitudinal data of the National Educational Panel Study. One study focuses on the organizational reform in Thuringia; the other on the reduction in the number of years of schooling for the Abitur (G8 reform) in Baden-Wuerttemberg. Both studies are described in some detail. The chapter closes with a short conclusion. Im Fokus der Etappe 5 des Nationalen Bildungspanels stehen die gymnasiale Oberstufe sowie die darauffolgenden Übergänge. Zunächst wird ein Überblick über bereits vorhandene empirische Studien im Bereich der gymnasialen Oberstufe gegeben, wobei offene Forschungsfragen diskutiert werden. Zentrale Fragen beziehen sich dabei auf den Vergleich traditioneller und nicht-traditioneller Wege zur Hochschulreife, die Leistungsniveaus von Schülerinnen und Schülern (in unterschiedlichen Schultypen), soziale Disparitäten (in traditionellen vs. nicht-traditionellen gymnasialen Oberstufen) sowie die Bedeutung von Leistungsindikatoren (Schulnoten, Kompetenzen, Abitur) für die weitere Entwicklung von Schülerinnen und Schülern. Trotz der insgesamt sehr breiten Anlage der Erhebungsinstrumente des Nationalen Bildungspanels ist eine Berücksichtigung dieser Leitfragen bei der Instrumentenentwicklung zentral. Zusätzlich zur Panelstudie werden anhand zweier Zusatzstudien der Etappe 5 Veränderungen aufgrund von Reformen der gymnasialen Oberstufe und der sich daraus ergebenden Konsequenzen für die Interpretation der Längsschnittdaten des Panels untersucht. Eine dieser beiden Zusatzstudien beschäftigt sich mit der organisationalen Reform in Thüringen, die andere mit der Reduktion der Schulzeit bis zum Abitur um ein Jahr (G8-Reform) in Baden-Württemberg. Beide Studien werden grob umrissen. Das Kapitel schließt mit einer kurzen Schlussfolgerung. KeywordsEducation–General qualification for university entrance–Panel study–School reform–Upper secondary education SchlüsselwörterBildung–Hochschulreife–Panelstudie–Schulreform–Sekundarstufe 2
    Zeitschrift für Erziehungswissenschaft 01/2011; 14:233-249. · 0.99 Impact Factor
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    Ulrich Trautwein, Gabriel Nagy, Kai Maaz
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    ABSTRACT: Zusammenfassung Die Öffnung von Bildungswegen über die Entkopplung von Bildungsgang und letztendlich erreichtem Abschluss gilt als wichtiger Aspekt der Modernisierung des mehrgliedrigen Schulsystems. Ob die Öffnung zu einer Reduktion von sozialen Disparitäten führt oder solche Disparitäten sogar vergrößert, ist jedoch bislang umstritten. In der vorliegenden Studie werden die Konsequenzen der Öffnung am Beispiel des Übergangs von der Sekundarstufe I des allgemeinbildenden Gymnasiums und der Realschule in die gymnasiale Oberstufe an allgemeinbildenden und beruflichen Gymnasien in Baden-Württemberg geprüft. Werden Indikatoren wie der soziale Hintergrund der Eltern sowie deren Schulabschluss betrachtet, verringert sich mit der Öffnung der gymnasialen Oberstufe für die Realschüler die soziale Selektivität des Oberstufenbesuchs. Gleichzeitig fanden sich bei den Übertrittsentscheidungen derjenigen Realschüler, die zum Übertritt berechtigt waren, prädiktive Effekte des sozialen Hintergrunds, deren Größe jedoch insgesamt recht niedrig ausfiel.
    Zeitschrift Fur Erziehungswissenschaft - Z ERZIEHWISS. 01/2011;
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    ABSTRACT: Die im vorliegenden Berichtsband verwendeten Daten entstammen zwei im Rahmen des Projekts Transformation des Sekundarschulsystems und akademische Karrieren (TOSCA; Köller, Watermann, Trautwein & Lüdtke, 2004) durchgeführten Schulleistungsstudien: TOSCA-2002 und TOSCA- 2006. Über die Anlage und Durchführung der TOSCA-2002-Studie, die im Schuljahr 2001/02 in den Abschlussjahrgängen der gymnasialen Oberstufen in Baden-Württemberg stattfand, wurde in Lüdtke, Köller, Bundt, Gomolka und Watermann (2004) ausführlich berichtet. Das vorliegende Kapitel befasst sich mit der Durchführung und den methodischen Grundlagen der TOSCA-2006-Studie. In der Durchführung und dem methodischen Vorgehen orientierten sich sowohl TOSCA-2002 als auch TOSCA-2006 an den methodischen Qualitätsmaßstäben nationaler und internationaler Schulleistungsstudien wie zum Beispiel TIMSS (vgl. Baumert, Bos & Lehmann, 2000a, 2000b) oder PISA (vgl. Baumert et al., 2001). Auf die Darstellung grundlegender Bestandteile der Qualitätssicherung soll deshalb im folgenden Kapitel verzichtet werden. Vielmehr wird auf die spezifischen Merkmale der TOSCA-Repeat-Studie sowie die methodischen Herausforderungen eingegangen, die mit der Evaluation der Neuordnung der gymnasialen Oberstufen in Baden-Württemberg verbunden sind. Im Mittelpunkt stehen dabei Maßnahmen, die eine hohe Vergleichbarkeit der Befunde aus TOSCA-2002 und TOSCA-2006 gewährleisten sollen.
    Schulleistungen von Abiturienten : Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand, 91-108 (2010). 01/2010;
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    Marko Neumann, Gabriel Nagy
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    ABSTRACT: Im Zentrum der in Baden-Württemberg vollzogenen Neuordnung der gymnasialen Oberstufe steht die Zielsetzung, die Kompetenzbereiche Muttersprache, Fremdsprache, Mathematik und Naturwissenschaften zu stärken (vgl. Kultusministerium Baden-Württemberg, 2002; sowie Neumann, in diesem Band). Organisatorisch äußert sich diese Zielstellung durch deutlich ausgeweitete Belegund Prüfungsverpflichtungen in den mit diesen Inhaltsbereichen korrespondierenden Unterrichtsfächern (vgl. Neumann, in diesem Band). Im vorliegenden Kapitel werden mögliche Auswirkungen dieser Veränderungen auf die mathematische und naturwissenschaftliche Grundbildung untersucht.
    Schulleistungen von Abiturienten : Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand, 215-242 (2010). 01/2010;
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    ABSTRACT: The cross-cultural generalizability of vocational interest structures has received significant attention in recent years. This article adds to this research in four respects. First, data from a context that has not previously been investigated (Germany) was analyzed. Second, students at different stages of their educational career were examined. Third, the interest structure in male and females was compared. Fourth, two methods—the randomization test of hypothesized order relations (RTOR) and confirmatory factor analysis (CFA)—were applied to three competing structural conceptions: Holland’s circular representation, Gati’s hierarchical model, and Rounds and Tracey’s alternative hierarchical model. RTOR supported all three representations, whereas CFA supported only Holland’s model. CFAs indicated that the interest structure is reasonably invariant between high school and university students, but that the configurations for high school females and males differ. Substantive and methodological implications are discussed.
    Journal of Vocational Behavior. 01/2010;
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    ABSTRACT: Gender differences in the development of children's and adolescents' academic self-perceptions have received increasing attention in recent years. This study extends previous research by examining the development of mathematics self-concept across grades 7–12 in three cultural settings: Australia (Sydney; N=1,333), the United States (Michigan; N=2,443), and Germany (four federal states; N=4,688). Results of latent growth curve models document very similar patterns of self-concept development in males and females in the three settings. First, gender differences in favor of boys were observed at the beginning of the observation period (grade 7). Second, gender was not significantly related to self-concept change in either group, meaning that initial differences persisted across time. Third, the results provided no evidence that the form of the longitudinal change trajectories for mathematics self-concept differed across the cultural settings. This pattern of results is inconsistent with explanatory models that predict converging or diverging gender differences in mathematics self-concept. Furthermore, the results indicate that self-concept development may be highly similar across western cultural settings.
    Journal of Research on Adolescence 01/2010; · 1.99 Impact Factor
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    ABSTRACT: Zu den Zielen der Neuordnung der gymnasialen Oberstufe in Baden-Württemberg gehört auch die verstärkte Förderung von Fremdsprachenkompetenzen (vgl. Neumann, in diesem Band, sowie Trautwein et al., in diesem Band). Englisch nimmt hierbei eine besondere Stellung ein. Vertiefte Kenntnisse in Englisch sind Basisqualifikationen im Hinblick auf die Bewältigung beruflicher und gesellschaftlicher Anforderungen (vgl. KMK, 1995; Tenorth, 2001). Englisch ist nicht nur eine der meist gesprochenen Mutter- und Zweitsprachen, sondern gilt weltweit als Verkehrssprache in internationalen Belangen der Politik, Wirtschaft, Wissenschaft sowie des Verkehrs, Tourismus und Sports. Die Beherrschung der englischen Sprache ist unverzichtbar für die Bewältigung eines Hochschulstudiums, da die zunehmende Internationalisierung der Forschung dazu geführt hat, dass es heute in kaum noch einem universitären Studienfach möglich ist, englische Lehr- und Forschungstexte zu umgehen. Darüber hinaus sind in zahlreichen beruflichen Tätigkeitsfeldern sichere Englischkenntnisse in Wort und Schrift notwendige Einstellungsvoraussetzungen. Die Beherrschung des Englischen gehört damit unbestritten zu den unentbehrlichen Kulturtechniken und wird als gleichgewichtig mit der Mathematik und der Muttersprache angesehen (Tenorth, 2001). Obwohl auch andere Fremdsprachen (z. B. Französisch oder Latein) von Abiturienten gewählt werden können, um die Belegungs- und Prüfungsanforderungen im Fremdsprachenbereich zu erfüllen, wurde aufgrund dieser weitreichenden Bedeutung des Englischen ein inhaltlicher Schwerpunkt der TOSCA-Untersuchungen auf diese Fremdsprache gelegt. Mithilfe eines standardisierten Englischtests, der sowohl in TOSCA-2002 als auch in TOSCA-2006 eingesetzt wurde, ist es möglich, den Leistungsunterschieden zwischen diesen zwei Abiturientenkohorten nachzugehen.
    Schulleistungen von Abiturienten : Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand, 181-214 (2010). 01/2010;
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    ABSTRACT: This study examines the relationships of vocational interests and mathematical literacy both cross-sectionally and longitudinally. Extending previous research, the results of Holland’s RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) scale scores are compared with results from a reductionist approach using individual interest profiles (including the parameters level, differentiation, and orientation). Both analyses find significant relations between interests and mathematical literacy. The scale score analyses reveal positive associations of Realistic interests with mathematical literacy, whereas Artistic interests show a negative association. Interest profiles from a dimensional representation show individuals with interest orientations close to the Realistic domain score highest on mathematical literacy, with those with interests in both Artistic and Social domains scoring lowest. Results from profile analyses suggest that interest differentiation moderates the interest—ability relation. Only interest profiles are predictive for mathematical literacy over and above covariates, indicating that interest profiles are more robust predictors than the scale scores. Analyses show that interest profiles are a valid reduction of the scale score models.
    Journal of Career Assessment 01/2009; 17(4):417-438. · 1.60 Impact Factor
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    ABSTRACT: Results from prior research indicate that a student’s academic self-concept is negatively influenced by the achievement of others in his or her school (a frame of reference effect) and that this negative frame of reference effect is not or only slightly reduced by the quality, standing, or prestige of the track or school attended (a "reflected glory" effect). Going beyond prior studies, the present research used both between-school and within-school approaches to investigate frame of reference and reflected glory effects in education, incorporating students’ own perceptions of the standing of their school and class. Multilevel analyses were performed with data from 3 large-scale assessments with 4,810, 1,502, and 4,247 students, respectively. Findings from all 3 studies showed that, given comparable individual achievement, placement in high-achieving learning groups was associated with comparatively low academic self-concepts. However, students’ academic self-concept was not merely a reflection of their relative position within the class but also substantively associated with their individual and shared perceptions of the class’s standing. Moreover, the negative effects of being placed in high-achieving learning groups were weaker for high-achieving students. Overall, the studies support both educational and social psychology theorizing on social comparison.
    Journal of Educational Psychology, v.101, 853-866 (2009). 01/2009;

Publication Stats

87 Citations
26.28 Total Impact Points

Institutions

  • 2013
    • Christian-Albrechts-Universität zu Kiel
      • Leibniz Institute for Science and Mathematics Education (IPN)
      Kiel, Schleswig-Holstein, Germany
    • Universität Potsdam
      Potsdam, Brandenburg, Germany
  • 2011
    • University of Tuebingen
      • Institute of Education
      Tübingen, Baden-Wuerttemberg, Germany
  • 2006–2010
    • Max Planck Institute for Human Development
      Berlín, Berlin, Germany