Gabriel Nagy

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

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Publications (48)43.29 Total impact

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    ABSTRACT: J.L. Hollands entwickeltes Person-Umwelt-Modell hat in den 50 Jahren nach seiner erstmaligen Publizierung weltweit eine dominante Position in Theorie und Praxis der beruflichen Beratung erreicht. Dieser Band stellt die theoretischen Grundlagen und Annahmen dieses Modells dar, fokussiert einzelne Modellkomponenten, charakterisiert seine bisherige Rezeption im deutschsprachigen Raum und weist auf Fragen und offene Punkte hin. Das Modell bildet einerseits eine empirisch abgesicherte Basis für berufliche Beratung, ist aber gleichzeitig auch ein Generator für eine fast unerschöpfliche Zahl möglicher Forschungsfragen, die sich nicht nur auf das Modell selbst, sondern vor allem auf seine Anwendbarkeit unter den verschiedensten regionalen, sozialen, oder auch globalen Bedingungen beziehen.
    Berufliche Interessen: Beiträge zur Theorie von J. L. Holland, Edited by Christian Tarnai, Florian G. Hartmann, 01/2015: chapter Ein konfirmatorisches Cosinusfunktionsmodell für den Circumplex: Eine Integration der variablenbezogenen und personenbezogenen Perspektive.: pages 185 - 223; Waxmann Verlag GmbH, Münster 2015., ISBN: 3830931484
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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; DOI:10.1111/jopy.12151 · 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 02/2014; 106(1):144. DOI:10.1037/a0034100 · 3.08 Impact Factor
  • 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. DOI:10.1111/j.2044-8279.2011.02063.x · 1.42 Impact Factor
  • Zeitschrift für Pädagogische Psychologie 01/2013; 27(1):51-62. DOI:10.1024/1010-0652/a000088 · 0.95 Impact Factor
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    Psychologie in Erziehung und Unterricht (PEU) 01/2013; 60(3):198-213. DOI:10.2378/peu2013.art16d · 0.24 Impact Factor
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    ABSTRACT: Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English, Mathematics, German, second foreign language, and Biology). Their teachers in each of the five subjects (N = 176) were asked to judge students' achievement goals. Multilevel regression analyses revealed that teacher ratings of students' motivation statistically significantly predicted student ratings in all five subjects for mastery and performance-approach motivation, but not for performance-avoidance motivation. Assessment of differences in teachers' judgment accuracy across classrooms revealed some variability in teachers' ability to judge their students' mastery and performance-approach goals. Exploratory analyses showed that teaching experience, teacher gender, student age, and student gender did not systematically explain variation in judgment accuracy. Future research should examine other characteristics potentially influencing teachers' judgment accuracy and investigate the effect of teachers' judgment accuracy on students' motivation.
    Learning and Individual Differences 12/2012; 22(6):844-849. DOI:10.1016/j.lindif.2012.04.004 · 1.58 Impact Factor
  • Zeitschrift für Erziehungswissenschaft 12/2012; 15(4):847-874. DOI:10.1007/s11618-012-0280-1 · 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 08/2012; 104(3):763-777. DOI:10.1037/a0027470 · 3.08 Impact Factor
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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; 48(6). DOI:10.1037/a0029167 · 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. DOI:10.1111/j.1467-8624.2012.01779.x · 4.92 Impact Factor
  • Zeitschrift für Erziehungswissenschaft 01/2012; 15(4):847-874. · 0.99 Impact Factor
  • Gabriel Nagy, Ulrich Trautwein, Kai Maaz
    Zeitschrift für Pädagogische Psychologie 01/2012; 26(2):079-099. DOI:10.1024/1010-0652/a000063 · 0.95 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 10/2011; 36(4):289-301. DOI:10.1016/j.cedpsych.2011.07.001
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    ABSTRACT: Tertiäre Berufsbildung in Deutschland findet an verschiedenen Hochschultypen statt: traditionell an der Universität, seit den 1970er-Jahren auch an Fachhochschulen und Berufsakademien. Die Studie widmet sich der Frage, wie sich die Eingangsvoraussetzungen der Studierenden in Bezug auf studienwahl- und studienerfolgsrelevante Merkmale zwischen den Hochschultypen unterscheiden. Sind keine Unterschiede auszumachen (Nivellierungsannahme) oder unterscheiden sich die Studierenden in kognitiver Leistung, Persönlichkeitsmerkmalen oder der sozialen Herkunft? Anhand einer großen Längsschnittstudie in Baden-Württemberg werden N = 1.230 Studierende an Universitäten, Fachhochschulen und Berufsakademien/Duale Hochschule Baden-Württemberg miteinander verglichen. Betrachtet werden die Fachbereiche Technik und Wirtschaft. Es wird gezeigt, dass in den Eingangsvoraussetzungen der Studierenden signifikante Unterschiede zwischen den Hochschultypen existieren und zwar in allen drei Merkmalsbereichen (kognitive Leistung, Persönlichkeit und soziale Herkunft). Die relative Bedeutung der Merkmalsbereiche für die Unterschiede zwischen den Hochschultypen wird bestimmt und Implikationen der Befunde werden diskutiert. Abstract In Germany, different types of university-level institutions are available for tertiary education: traditional universities (Universitäten) and—since the 1970s—universities of applied science (Fachhochschulen) as well as universities of cooperative education (Berufsakademien). The present study investigates differences in key areas related to students’ academic choices and success: do students at different types of university differ significantly in terms of cognitive performance, personality or social background? We compared N = 1.230 students at traditional universities, universities of applied science, and universities of cooperative education (Baden-Württemberg Cooperative State University) on the basis of a large scale longitudinal study in the German federal state of Baden-Württemberg. Students of the different university types differed significantly in all three key areas (cognitive performance, personality, and social background) within the fields of technical sciences and economics. We determine the relative importance of these key areas for differences between university types and we discuss the implications of our findings.
    Zeitschrift für Erziehungswissenschaft 09/2011; 14(3):465-487. DOI:10.1007/s11618-011-0213-4 · 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 für Erziehungswissenschaft 09/2011; DOI:10.1007/s11618-011-0220-5 · 0.99 Impact Factor
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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. DOI:10.1037/a0023743 · 5.08 Impact Factor
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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 05/2011; 14:233-249. DOI:10.1007/s11618-011-0196-1 · 0.99 Impact Factor
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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 06/2010; DOI:10.1111/j.1532-7795.2010.00644.x · 1.99 Impact Factor

Publication Stats

309 Citations
43.29 Total Impact Points

Institutions

  • 2013–2014
    • Christian-Albrechts-Universität zu Kiel
      • Leibniz Institute for Science and Mathematics Education (IPN)
      Kiel, Schleswig-Holstein, Germany
  • 2011–2012
    • University of Tuebingen
      • • Center for Educational Science and Psychology
      • • Department of School Education
      Tübingen, Baden-Württemberg, Germany
  • 2006–2012
    • Max Planck Institute for Human Development
      Berlín, Berlin, Germany