Publications

Preprints
PDF	2.	Gnambs, T., Stein, J.-P., Appel, M., Griese,F., & Zinn, S. (2024). An economical measure of attitudes towards artificial intelligence in work, healthcare, and education (ATTARI-WHE).
PDF	1.	Schroeders, U., & Gnambs, T. (2024). Sample size planning in item response theory: A tutorial.

Peer-reviewed journals
PDF	107.	Schöfl, M., Steinmair, G., Zepnik, S., & Gnambs, T. (in press). Equivalence of computer- and paper-based administrations of the SCHNAPP spelling test in German for six-year-old children. European Journal of Psychological Assessment. Accepted for publication. https://doi.org/10.1027/1015-5759/a000793 [Data and analysis syntax]
PDF	106.	Schroeders, U., Morgenstern, M., Jankowsky, K., & Gnambs, T. (2024). Short-scale construction using meta-analytic ant colony optimization: A demonstration with the need for cognition scale. European Journal of Psychological Assessment, 40(5), 376–395. https://doi.org/10.1027/1015-5759/a000818 [Analysis syntax] [Preprint]
PDF	105.	Gnambs, T., & Schroeders, U. (2024). Reliability and factorial validity of the Core Self-Evaluations Scale: A meta-analytic investigation of wording effects. European Journal of Psychological Assessment, 40(5), 343–359. https://doi.org/10.1027/1015-5759/a000783 [Analysis syntax] [Preprint]
PDF	104.	Röseler, L., Kaiser, L., Doetsch, C., Klett, N., Seida, C., Schütz, A., ..., Gnambs, T., et al. (2024). The replication database: Documenting the replicability of psychological science. Journal of Open Psychology Data, 12, Article 8. https://doi.org/10.5334/jopd.101
PDF	103.	Heyne, N., Gnambs, T., & Sengewald, M.-A. (2024). Participation rates, characteristics, and differential effects on reading literacy of extracurricular tutoring in a German large-scale assessment. Large-Scale Assessments in Education, 12(1), Article 27. https://doi.org/10.1186/s40536-024-00216-9 [Data] [Analysis syntax]
PDF	102.	Hanfstingl, B., Gnambs, T., Porsch, R., & Jude, N. (2024). Exploring the association between non-specialised science teacher rates and student science literacy: an analysis of PISA data across 18 nations. International Journal of Science Education, 46(9), 874-892. https://doi.org/10.1080/09500693.2023.2262729 [Data] [Analysis syntax]
PDF	101.	Welling, J., Gnambs, T., & Carstensen, C. H. (2024). Identifying disengaged responding in multiple-choice items: Extending a latent class item response model with novel process data indicators. Educational and Psychological Measurement, 84(2), 314-339. https://doi.org/10.1177/00131644231169211
PDF	100.	Gnambs, T., & Nusser, L. (2024). Out-of-level cognitive testing of children with special educational needs. European Journal of Psychological Assessment, 40(1), 40-45. https://doi.org/10.1027/1015-5759/a000736 [Analysis syntax]
PDF	99.	Scharl, A., & Gnambs, T. (2024). The impact of different methods to correct for response styles on the external validity of self-reports. European Journal of Psychological Assessment, 40(1), 13-21. https://doi.org/10.1027/1015-5759/a000731 [Data and material] [Analysis syntax]
PDF	98.	Stein, J.-P., Messingschlager, T., Gnambs, T., Hutmacher, F., & Appel, M. (2024). Attitudes towards AI: Measurement and associations with personality. Scientific Reports, 14:2909. https://doi.org/10.1038/s41598-024-53335-2 [Data and analysis syntax]
PDF	97.	Gnambs, T., & Lenhard, W. (2024). Remote testing of reading comprehension in 8-year-old children: Mode and setting effects. Assessment, 31(2), 248-262. https://doi.org/10.1177/10731911231159369 [Data and materials] [Analysis syntax]
PDF	96.	Gnambs, T., & Schroeders, U. (2024). Accuracy and precision of fixed and random effects in meta-analyses of randomized control trials for continuous outcomes. Research Synthesis Methods, 15(1), 86-106. https://doi.org/10.1002/jrsm.1673 [Data and analysis syntax] [Preprint]
PDF	95.	Sengewald, M.-A., Erhardt, T. H., & Gnambs, T. (2023). The predictive validity of item effect variables in the Satisfaction With Life Scale for psychological and physical health. Assessment, 30(8), 2461-2475. https://doi.org/10.1177/10731911221149949 [Data and materials] [Analysis syntax]
PDF	94.	Heyne, N., Gnambs, T., Lockl, K., & Neuenhaus, N. (2023). Predictors of adolescents’ change in reading literacy: the role of reading strategies, reading motivation, and declarative metacognition. Current Psychology, 42(36), 32061-32075. https://doi.org/10.1007/s12144-022-04184-7 [Data and materials] [Analysis syntax]
PDF	93.	Appel, M., & Gnambs, T. (2023). Women in fiction: Bechdel-Wallace test results for the highest-grossing movies of the last four decades. Psychology of Popular Media, 12(4), 499-504. https://doi.org/10.1037/ppm0000436 [Data, materials, and analysis syntax]
PDF	92.	Schöfl, M., Steinmair, G., Zepnik, S., & Gnambs, T. (2023). Entwicklung eines digitalen Rechtschreibtests für die erste Klasse Grundschule: Dimensionalität und Reliabilität des SCHNAPP-Rechtschreibtests. Lernen und Lernstörungen, 12(4), 188-200. https://doi.org/10.1024/2235-0977/a000404
PDF	91.	Gnambs, T. (2023). A brief note on the standard error of the Pearson correlation. Collabra: Psychology, 9(1):87615. https://doi.org/10.1525/collabra.87615 [Analysis syntax] [Preprint]
PDF	90.	Gnambs, T. (2023). The web-based assessment of mental speed: An experimental study of testing mode effects for the Trail-Making Test. European Journal of Psychological Assessment, 39(5), 349-353. https://doi.org/10.1027/1015-5759/a000711 [Data and analysis syntax] [Preprint]
PDF	89.	Erhardt, T. H., Gnambs, T., & Sengewald, M.-A. (2023). Studying item effects and their correlation patterns with multi-construct multi-state models. PLoS ONE, 18(8):e0288711 https://doi.org/10.1371/journal.pone.0288711 [Data and materials] [Preprint]
PDF	88.	Gnambs, T., & Lockl, K. (2023). Bidirectional effects between reading and mathematics development across secondary school. Zeitschrift für Erziehungswissenschaft, 26, 345-371. https://doi.org/10.1007/s11618-022-01108-w [Data and materials] [Analysis syntax] [Preprint]
PDF	87.	Gnambs, T., & Sengewald, M.-A. (2023). Meta-analytic structural equation modeling with fallible measurements. Zeitschrift für Psychologie, 231(1), 39-52. https://doi.org/10.1027/2151-2604/a000511 [Analysis syntax] [Preprint]
PDF	86.	Thums, K., Gehrer, K., Gnambs, T., Lockl, K., & Nusser, L. (2023). Data from the National Educational Panel Study (NEPS) in Germany: Educational Pathways of Students in Grade 5 and Higher. Journal of Open Psychology Data, 11:3. https://doi.org/10.5334/jopd.79 [Data and materials]
PDF	85.	Hanfstingl, B., Gnambs, T., Fazekas, C., Gölly, K. I., Matzer, F., & Tikvic, M. (2023). The dimensionality of the Brief COPE before and during the COVID-19 pandemic. Assessment, 30(2), 287-301. https://doi.org/10.1177/10731911211052483 [Data and analysis syntax]
PDF	84.	Breznau, N., Rinke, E. M., Wuttke, A., ..., Gnambs, T., et al. (2022). Observing many researchers using the same data and hypothesis reveals a hidden universe of uncertainty. Proceedings of the National Academy of Sciences (PNAS), 119(44):e2203150119 . https://doi.org/10.1073/pnas.2203150119 [Data, material, and analysis syntax] [Preprint]
PDF	83.	Freund, M. J., Gnambs, T., Lockl, K., & Wolter, I. (2022). Profiles of competence development in mathematics and reading in early secondary education. European Journal of Psychology of Education, 37, 1015–1034. https://doi.org/10.1007/s10212-021-00591-9 [Data and materials] [Analysis syntax]
PDF	82.	Novita, S., Lockl, K., & Gnambs, T. (2022). Reading comprehension of monolingual and bilingual children in primary school: The role of linguistic abilities and phonological processing skills. European Journal of Psychology of Education, 37, 993–1013. https://doi.org/10.1007/s10212-021-00587-5 [Data and materials] [Analysis syntax]
PDF	81.	Schroeders, U., Kubera, F., & Gnambs, T. (2022). The structure of the Toronto Alexithymia Scale (TAS-20): A meta-analytic confirmatory factor analysis. Assessment, 29(8), 1806–1823. https://doi.org/10.1177/10731911211033894 [Data, materials, and syntax] [Preprint]
PDF	80.	Schönmoser, C., Karwath, C., & Gnambs, T. (2022). Parent and teacher assessments of social-emotional competence in three-year-old children: Does sibling status matter?. Journal of Psychoeducational Assessment, 40(5), 621-633. https://doi.org/10.1177/07342829221077503 [Data and materials]
PDF	79.	Marker, C., Gnambs, T., & Appel, M. (2022). Exploring the myth of the chubby gamer: A meta-analysis on sedentary video gaming and body mass. Social Science & Medicine, 301:112325. https://doi.org/10.1016/j.socscimed.2019.05.030 [Data, materials, and analyses syntax]
PDF	78.	Zinn, S., & Gnambs, T. (2022). Analyzing nonresponse in longitudinal surveys using Bayesian additive regression trees: A nonparametric event history analysis. Social Science Computer Review, 40(3), 678-699. https://doi.org/10.1177/0894439320928242 [Data and materials] [Analyses code] [Preprint]
PDF	77.	Schroeders, U., Schmidt, C., & Gnambs, T. (2022). Detecting careless responding in survey data using stochastic gradient boosting. Educational and Psychological Measurement, 82(1), 29-56. https://doi.org/10.1177/00131644211004708 [Data, materials, and syntax]
PDF	76.	Mara, M., Appel, M., & Gnambs, T. (2022). Human-like robots and the uncanny valley: A meta-analysis of user responses based on the Godspeed scales. Zeitschrift für Psychologie, 230(1), 33-46. https://doi.org/10.1027/2151-2604/a000486 [Data, materials, and syntax] [Preprint]
PDF	75.	Gnambs, T., Scharl, A., & Rohm, T. (2021). Comparing perceptual speed between educational contexts: The case of students with special educational needs. Psychological Test Adaptation and Development, 2(1), 93-101. https://doi.org/10.1027/2698-1866/a000013 [Data and materials] [Analysis code]
PDF	74.	Feseker, T., Gnambs, T., & Artel, C. (2021). Setting a standard for low reading proficiency: A comparison of the bookmark procedure and constrained mixture Rasch model. PLoS ONE, 16(11): e0267871. https://doi.org/10.1371/journal.pone.0257871 [Data and materials] [Analysis syntax]
PDF	73.	Rohm, T., Carstensen, C. H., Fischer, L., & Gnambs, T. (2021). The achievement gap in reading competence: the effect of measurement non-invariance across school types. Large-scale Assessments in Education, 6(1): 23. https://doi.org/10.1186/s40536-021-00116-2 [Data and materials] [Analysis syntax]
PDF	72.	Freund, M.-J., Wolter, I., Lockl, K., & Gnambs, T. (2021). Determinants of profiles of competence development in mathematics and reading in upper secondary education in Germany. PLoS ONE, 16(10): e0258152. https://doi.org/10.1371/journal.pone.0258152 [Data and materials] [Analysis syntax] [Preregistration]
PDF	71.	Rohm, T., Carstensen, C. H., Fischer, L., & Gnambs, T. (2021). Disentangling interviewer and area effects in large-scale educational assessments using cross-classified multilevel item response models. Journal of Survey Statistics and Methodology, 9(4), 722-744. https://doi.org/10.1093/jssam/smaa015 [Data and materials] [Analysis code]
PDF	70.	Schweinsberg, M., Feldman, M., Staub, N., ..., Gnambs, T., ..., Uhlman, E. L. (2021). Same data, different conclusions: Radical dispersion in empirical results when independent analysts operationalize and test the same hypothesis. Organizational Behavior and Human Decision Processes, 165, 228-249. https://doi.org/10.1016/j.obhdp.2021.02.003 [Data, materials, and syntax]
PDF	69.	Zinn, S., Landrock, U., & Gnambs, T. (2021). Web-based and mixed-mode cognitive large-scale assessments in higher education: An evaluation of selection bias, measurement bias, and prediction bias. Behavior Research Methods, 53, 1202-1217. https://doi.org/10.3758/s13428-020-01480-7 [Data and materials] [Analysis code]
PDF	68.	Fischer, L., Rohm, T., Carstensen, C. H., & Gnambs, T. (2021). Linking of Rasch-scaled tests: Consequences of limited item pools and model misﬁt. Frontiers in Psychology, 12:633896. https://doi.org/10.3389/fpsyg.2021.633896 [Data and analysis code]
PDF	67.	Gnambs, T. (2021). The day of the week effect on subjective well-being in the European Social Survey: An individual-participant meta-analysis. Zeitschrift für Psychologie, 229(1), 38-47. https://doi.org/10.1027/2151-2604/a000436 [Data and materials] [Analysis code]
PDF	66.	Wedderhoff, N., Gnambs, T., Wedderhoff, O., Burgard, T., & Bosnjak, M. (2021). On the structure of affect: A meta-analytic investigation of the dimensionality and the cross-national applicability of the Positive and Negative Affect Schedule (PANAS). Zeitschrift für Psychologie, 229(1), 24-37. https://doi.org/10.1027/2151-2604/a000434 [Data and materials] [Analysis code]
PDF	65.	Palma, S., Gnambs, T., Crevenna, R., & Jordakieva, G. (2021). Airborne human papillomavirus (HPV) transmission risk during ablation procedures: A systematic review and meta-analysis. Environmental Research, 192. https://doi.org/10.1016/j.envres.2020.110437
PDF	64.	Gnambs, T. (2021). The development of gender differences in information and communication technology (ICT) literacy in middle adolescence. Computers in Human Behavior, 114. https://doi.org/10.1016/j.chb.2020.106533 [Data and materials] [Analyses code]
PDF	63.	Gnambs, T. (2020). Limited evidence for the effect of red color on cognitive performance: A meta-analysis. Psychonomic Bulletin & Review, 27, 1374-1382. https://doi.org/10.3758/s13423-020-01772-1 [Data, materials, and syntax] [Preprint]
PDF	62.	Thums, K., Gnambs, T., & Wolter, I. (2020). The impact of gender-stereotypical text contents on reading competence in women and men. Zeitschrift für Erziehungswissenschaft, 23, 1283-1301. https://doi.org/10.1007/s11618-020-00980-8 [Analysis code]
PDF	61.	Landy, J. F., Jia, M., Ding, I. L., ..., Gnambs, T., ... Uhlmann, E. (2020). Crowdsourcing hypothesis tests: Making transparent how design choices shape research results. Psychological Bulletin, 146, 451-479. https://doi.org/10.1037/bul0000220 [Data, materials, and analyses]
PDF	60.	Steger, D., Schroeders, U., & Gnambs, T. (2020). A meta-analysis of test scores in proctored and unproctored ability assessments. European Journal of Psychological Assessment, 36, 174-184. https://doi.org/10.1027/1015-5759/a000494 [Data, materials, and analyses syntax]
PDF	59.	Schroeders, U., & Gnambs, T. (2020). Degrees of freedom in multi-group confirmatory factor analysis: Are models of measurement invariance testing correctly specified? European Journal of Psychological Assessment, 36, 105-113. https://doi.org/10.1027/1015-5759/a000500 [Data, materials, and analyses syntax]
PDF	58.	Heyne, N., Artelt, C., Gnambs, T., Gehrer, K., & Schoor, C. (2020). Instructed highlighting of text passages – Indicator of reading or strategic performance?. Lingua, 236. https://doi.org/10.1016/j.lingua.2020.102803
PDF	57.	Appel, M., Marker, C., & Gnambs, T. (2020). Are social media ruining our lives? A review of meta-analytic evidence. Review of General Psychology, 24, 60-74. https://doi.org/10.1177/1089268019880891
PDF	56.	Gnambs, T., & Schroeders, U. (2020). Cognitive abilities explain wording effects in the Rosenberg Self-Esteem Scale. Assessment, 27, 404-418. https://doi.org/10.1177/1073191117746503 [Data and materials] [Analyses scripts]
PDF	55.	Gnambs, T., Stasielowicz, L., Wolter, I., & Appel, M. (2020). Do computer games jeopardize educational outcomes? A prospective study on gaming times and academic achievement. Psychology of Popular Media Culture, 9, 69-82. https://doi.org/10.1037/ppm0000204 [Data and materials] [Analyses syntax]
PDF	54.	Gnambs, T., Kovacs, C., & Stiglbauer, B. (2020). Processing the word red and intellectual performance: Four replication attempts. Collabra: Psychology, 6. https://doi.org/10.1525/collabra.277 [Data, materials, and analyses] [Preregistration] [Preprint]
PDF	53.	Gnambs, T. (2019). Attitudes towards emergent autonomous robots in Austria and Germany. e & i Elektrotechnik und Informationstechnik, 136, 296-300. doi:10.1007/s00502-019-00742-3 [Data and materials] [Analyses syntax]
PDF	52.	Kovacs, C., Batinic, B., Stiglbauer, B., & Gnambs, T. (2019). Development of a shortened version of the Latent and Manifest Benefits of Work (LAMB) scale. European Journal of Psychological Assessment, 35, 685-697. doi:10.1027/1015-5759/a000434 [Data and analyses outputs]
PDF	51.	Scharl, A., & Gnambs, T. (2019). Longitudinal item response modeling and posterior predictive checking in R and Stan. The Quantitative Methods for Psychology, 15, 75-95. doi:10.20982/tqmp.15.2.p075 [Data and materials]
PDF	50.	Gnambs, T., & Stiglbauer, B. (2019). No personality change following unemployment: A registered replication of Boyce, Wood, Daly, and Sedikides (2015). Journal of Research in Personality, 81, 195-206. doi:10.1016/j.jrp.2019.06.009 [Preregistration] [Data and materials] [Analyses syntax] [Preprint]
PDF	49.	Appel, M., & Gnambs, T. (2019). Shyness and social media use: A meta-analytic summary of moderating and mediating effects. Computers in Human Behavior, 98, 294-301. doi:10.1016/j.chb.2019.04.018 [Data, materials, and analyses syntax]
PDF	48.	Fischer, L., Gnambs, T., Rohm, T., & Carstensen, C. H. (2019). Longitudinal linking of Rasch-model-scaled competence tests in large-scale assessments: A comparison and evaluation of different linking methods and anchoring designs based on two tests on mathematical competence administered in grades 5 and 7. Psychological Test and Assessment Modeling, 61, 37-64. [Data and materials]
PDF	47.	Vlasak, T., Jordakieva, G., Gnambs, T., Augner, C., Crevenna, R., Winker, R., & Barth, A. (2019). Blood lead levels and cognitive functioning: A meta-analysis. Science of the Total Environment, 668, 678-684. doi:10.1016/j.scitotenv.2019.03.052
PDF	46.	Gnambs, T., & Nusser, L. (2019). The longitudinal measurement of reasoning abilities in students with special educational needs. Frontiers in Psychology, 10:232, 88-92. doi:10.3389/fpsyg.2019.00232 [Data and materials]
PDF	45.	Gnambs, T. (2019). Opinion leadership types or continuous opinion leadership traits? International Journal of Psychology, 54, 88-92. doi:10.1002/ijop.12442
PDF	44.	Gnambs, T., & Appel, M. (2019). Are robots becoming unpopular? Changes in attitudes towards autonomous robotic systems in Europe. Computers in Human Behavior, 93, 53-61. doi:10.1016/j.chb.2018.11.045 [Data and materials] [Analyses syntax]
PDF	43.	Klein, R. A., Vianello, M., Hasselman, F., ..., Gnambs, T., ... Nosek, B. A. (2018). Many Labs 2: Investigating variation in replicability across sample and setting. Advances in Methods and Practices in Psychological Science, 1, 443-490. doi:10.1177/2515245918810225 [Data, materials, and analyses syntax]
PDF	42.	Zinn, S., & Gnambs, T. (2018). Modeling competence development in the presence of selection bias. Behavior Research Methods, 50, 2426-2441. doi:10.3758/s13428-018-1021-z [Data and materials] [Analyses syntax]
PDF	41.	Marker, C., Gnambs, T., & Appel, M. (2018). Active on Facebook and failing at school? Meta-analytic findings on the relationship between online social networking activities and academic achievement. Educational Psychology Review, 30, 651-677. doi:10.1007/s10648-017-9430-6
PDF	40.	Appel, M., Schreiner, C., Weber, S., Mara, M., & Gnambs, T. (2018). Intensity of Facebook use is associated with lower self concept clarity: Cross-sectional and longitudinal evidence. Journal of Media Psychology, 30, 160-172. doi:10.1027/1864-1105/a000192
PDF	39.	Kovacs, C., Stiglbauer, B., Batinic, B., & Gnambs, T. (2018). Exploring different forms of job (dis)satisfaction and their relationship with well-being, motivation and performance. Applied Psychology: An International Review, 67, 523-556. doi:10.1111/apps.12128
PDF	38.	Gnambs, T., & Staufenbiel, T. (2018). The structure of the General Health Questionnaire (GHQ-12): Two meta-analytic factor analyses. Health Psychology Review, 12, 179-194. doi:10.1080/17437199.2018.1426484 [Data, materials, and analyses scripts]
PDF	37.	Gnambs, T., & Appel, M. (2018). Narcissism and social networking behavior: A meta-analysis. Journal of Personality, 86, 200-212. doi:10.1111/jopy.12305 [Data, materials, and analyses scripts]
PDF	36.	Gnambs, T., Scharl, A., & Schroeders, U. (2018). The structure of the Rosenberg Self-Esteem Scale: A cross-cultural meta-analysis. Zeitschrift für Psychologie, 226, 14-29. (Special issue on Hotspots in Psychology 2018). doi:10.1027/2151-2604/a000317 [Data, materials, and analyses scripts]
PDF	35.	Gnambs, T., & Buntins, K. (2017). The measurement of variability and change in life satisfaction: A comparison of single-item and multi-item instruments. European Journal of Psychological Assessment, 33, 224-238. (Special issue on States and Traits: Theories, Models, and Assessment). doi:10.1027/1015-5759/a000414 [Data and materials]
PDF	34.	Holtz, P., & Gnambs, T. (2017). The improvement of student teachers' instructional quality during a 15 week field experience: A latent multimethod change analysis. Higher Education, 74, 669-685. doi:10.1007/s10734-016-0071-3
PDF	33.	Gnambs, T., & Kaspar, K. (2017). Socially desirable responding in web-based questionnaires: A meta-analytic review of the candor hypothesis. Assessment, 24, 746-762. doi:10.1177/1073191115624547
PDF	32.	Gnambs, T. (2017). Human capital and reemployment success: The role of cognitive abilities and personality. Journal of Intelligence, 5, 9. (Special issue on Intelligence in the Workplace). doi:10.3390/jintelligence5010009 [Data and materials]
PDF	31.	Gnambs, T., & Appel, M. (2017). Is computer gaming associated with cognitive abilities? A population study among German adolescents. Intelligence, 61, 18-28. doi:10.1016/j.intell.2016.12.004 [Data and materials]
PDF	30.	Gnambs, T. (2016). Sociodemographic effects on the test-retest reliability of the Big Five Inventory. European Journal of Psychological Assessment, 32, 307-311. doi:10.1027/1015-5759/a000259 [Data and materials]
PDF	29.	Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36, 1698-1712. doi:10.1080/01443410.2015.1113236
PDF	28.	Gnambs, T., & Staufenbiel, T. (2016). Parameter accuracy in meta-analyses of factor structures. Research Synthesis Methods, 7, 168-186. (Special issue on Meta-Analytic Structural Equation Modeling). doi:10.1002/jrsm.1190
PDF	27.	Kaspar, K., Buß, L., Rogner, J., & Gnambs, T. (2016). Engagement in one-night stands in Germany and Spain: Does personality matter? Personality and Individual Differences, 92, 74-79. doi:10.1016/j.paid.2015.12.013
PDF	26.	Batinic, B., Appel, M., & Gnambs, T. (2016). Examining individual differences in interpersonal influence: On the psychometric properties of the Generalized Opinion Leadership Scale (GOLS). Journal of Psychology: Interdisciplinary and Applied, 150, 88-101. doi:10.1080/00223980.2015.1009415
PDF	25.	Gnambs, T., Stiglbauer, B., & Selenko, E. (2015). Psychological effects of (non)employment: A cross-national comparison of the United States and Japan. Scandinavian Journal of Psychology, 56, 659-669. doi:10.1111/sjop.12240 [Data and materials]
PDF	24.	Gnambs, T., & Kaspar, K. (2015). Disclosure of sensitive behaviors across self-administered survey modes: A meta-analysis. Behavior Research Methods, 47, 1237-1259. doi:10.3758/s13428-014-0533-4
PDF	23.	Gnambs, T., Appel, M., & Kaspar, K. (2015). The effect of the color red on encoding and retrieval of declarative knowledge. Learning and Individual Differences, 42, 90-96. doi:10.1016/j.lindif.2015.07.017
PDF	22.	Gnambs, T., Appel, M., & Oeberst, A. (2015). Color red and risk-taking in online environments. PLOS ONE, 10(7): e0134033. doi:10.1371/journal.pone.0134033 [Data]
PDF	21.	Gnambs, T. (2015). What makes a computer wiz? Linking personality traits and programming aptitude. Journal of Research in Personality, 58, 31-34. doi:10.1016/j.jrp.2015.07.004
PDF	20.	Gnambs, T. (2015). Facets of measurement error for scores of the Big Five: Three reliability generalizations. Personality and Individual Differences, 84 (Special issue on Theory and Measurement in Personality and Individual Differences), 84-89. doi:10.1016/j.paid.2014.08.019
PDF	19.	Appel, M., Gnambs, T., Richter, T., & Green, M. (2015). The Transportation Scale - Short Form (TS-SF). Media Psychology, 18, 243-266. doi:10.1080/15213269.2014.987400
PDF	18.	Oeberst, A., Haberstroh, S., & Gnambs, T. (2015). Not really the same: Computerized and real lotteries in decision making research. Computers in Human Behavior, 44, 250-257. doi:10.1016/j.chb.2014.10.060
PDF	17.	Gnambs, T., & Hanfstingl, B. (2014). A differential item functioning analysis of the German Academic Self-Regulation Questionnaire for Adolescents. European Journal of Psychological Assessment, 30, 251-260. doi:10.1027/1015-5759/a000185
PDF	16.	Gnambs, T. (2014). A meta-analysis of dependability coefficients (test-retest reliabilities) for measures of the Big Five. Journal of Research in Personality, 52, 20-28. doi:10.1016/j.jrp.2014.06.003
PDF	15.	Gnambs, T., Appel, M., Schreiner, C., Richter, T., & Isberner, M.-B. (2014). Experiencing narrative worlds: A latent state-trait analysis. Personality and Individual Differences, 69, 187-192. doi:10.1016/j.paid.2014.05.034
PDF	14.	Gnambs, T. (2013). The elusive general factor of personality: The acquaintance effect. European Journal of Personality, 27, 507-520. doi:10.1002/per.1933 [Data, materials, and analyses scripts]
PDF	13.	Gnambs, T., & Batinic, B. (2013). The roots of interpersonal influence: A mediated moderation model for knowledge and traits as predictors of opinion leadership. Applied Psychology: An International Review, 62, 597-618. doi:10.1111/j.1464-0597.2012.00497.x
PDF	12.	Stiglbauer, B., Gnambs, T., Gamsjäger, M., & Batinic, B. (2013). The upward spiral of adolescents’ positive school experiences and happiness: Investigating reciprocal effects over time. Journal of School Psychology, 51, 231-242. doi:10.1016/j.jsp.2012.12.002
PDF	11.	Jadin, T., Gnambs, T., & Batinic, B. (2013). Personality traits and knowledge sharing in online communities. Computers in Human Behavior, 29, 210-216. doi:10.1016/j.chb.2012.08.007
PDF	10.	Gnambs, T., & Batinic, B. (2012). A personality-competence model of opinion leadership. Psychology & Marketing, 29, 606-621. doi:10.1002/mar.20547
PDF	9.	Appel, M., Gnambs, T., & Maio, G. (2012). A short measure of the need for affect. Journal of Personality Assessment, 94, 418-426. doi:10.1080/00223891.2012.666921
	8.	Augner, C., Gnambs, T., Winker, R., & Barth, A. (2012). Acute effects of electromagnetic fields emitted by GSM mobile phones on subjective well-being and physiological reactions: a meta-analysis. Science of the Total Environment, 424, 11-15. doi:10.1016/j.scitotenv.2012.02.034
	7.	Barth A., Ponocny, I., Gnambs, T., & Winker, R. (2012). No effects of short-term exposure to mobile phone electromagnetic fields on human cognitive performance: A meta-analysis. Bioelectromagnetics, 33, 159-165. doi:10.1002/bem.20697
PDF	6.	Gnambs, T., & Batinic, B. (2011). Polytomous adaptive classification testing: Effects of item pool size, test termination criterion and number of cutscores. Educational and Psychological Measurement, 71, 1006-1022. doi:10.1177/0013164410393956
PDF	5.	Stiglbauer, B., Gnambs, T., & Gamsjäger, M. (2011). The interactive effects of motivations and trust in anonymity on adolescents’ enduring participation in web-based social science research: A longitudinal behavioral analysis. International Journal of Internet Science, 6, 29-43.
PDF	4.	Barth, A., Sögner, L., Gnambs, T., Kundi, M., Reiner, A., & Winker, R. (2011). Socioeconomic factors and suicide:an analysis of 18 industrialized countries for the years 1983 through 2007. Journal of Occupational and Environmental Medicine, 53, 313-317. doi:10.1097/JOM.0b013e31820d161c
PDF	3.	Gnambs, T., & Batinic, B. (2011). Convergent and discriminant validity of opinion leadership: Multitrait-multimethod analysis across measurement occasion and informant type. Journal of Individual Differences, 32, 94-102. doi:10.1027/1614-0001/a000040
PDF	2.	Gnambs, T., & Batinic, B. (2011). Evaluation of measurement precision with Rasch-type models: The case of the short Generalized Opinion leadership Scale. Personality and Individual Differences, 50, 53-58. doi:10.1016/j.paid.2010.08.021
PDF	1.	Gnambs, T., Appel, M., & Batinic, B. (2010). Color red in web-based knowledge testing. Computers in Human Behavior, 26, 1625-1631. doi:10.1016/j.chb.2010.06.010

Book chapters
PDF	16.	Gnambs, T. (2024). Methoden der internetbasierten Diagnostik in der Psychologie [Methods of web-based assessment in psychology]. In R. Dorenbusch (ed.), Psychologische Begutachtung. Springer. https://doi.org/10.1007/978-3-662-64801-8_47-1
	15.	Gnambs, T., & Batinic, B. (2020). Qualitative Methoden der psychologischen Online-Forschung [Qualitative methods in psychological online research]. In G. Mey & K. Mruck (Eds.), Handbuch qualitative Forschung in der Psychologe (2^nd rev. ed.). Wiesbaden, Germany: Springer. doi:10.1007/978-3-658-18387-5_24-2
PDF	14.	Kroehne, U., Gnambs, T., & Goldhammer, F. (2019). Disentangling setting and mode effects for online competence assessment. In H.-P. Blossfeld & H.-G. Roßbach (Eds.), Education as a lifelong process (2^nd ed., pp. 171-193). Wiesbaden, Germany: Springer VS. doi:10.1007/978-3-658-23162-0_10
	13.	Roessing, T., Gnambs, T., & Strassnig, B. (2014). Online-Experimente [Online experiments]. In M. Welker, M. Taddicken, J.-H. Schmidt, & N. Jackob (Eds.), Handbuch Online-Forschung, Neue Schriften zur Online Forschung (Vol. 12, pp. 402-423). Köln, Germany: Halem.
	12.	Kaspar, K., Kasten, N., & Gnambs, T. (2014). Qualitative Online-Befragungen [Qualitative online interviews]. In M. Welker, M. Taddicken, J.-H. Schmidt, & N. Jackob (Eds.), Handbuch Online-Forschung, Neue Schriften zur Online Forschung (Vol. 12, pp. 176-193). Köln, Germany: Halem.
PDF	11.	Gnambs, T., Batinic, B., & Hertel, G. (2011). Internetbasierte psychologische Diagnostik [Web-based psychological assessment]. In L. F. Hornke, M. Amelang & M. Kersting (Eds.), Verfahren zur Leistungs-, Intelligenz- und Verhaltensdiagnostik, Enzyklopädie der Psychologie, Psychologische Diagnostik (Vol. II/3, pp. 448-498). Göttingen, Germany: Hogrefe.
PDF	10.	Gnambs, T., & Batinic, B. (2011). Qualitative Online Forschung [Qualitative online research]. In E. Balzer & G. Naderer (Eds.), Qualitative Marktforschung in Theorie und Praxis (pp. 385-404, 2^nd revised edition). Wiesbaden, Germany: Gabler.
	9.	Stiglbauer, B., & Gnambs. T. (2011). Online-Forschung [Online research]. In H. Moser (Ed.), Forschung in der Lehrerausbildung, Professionswissen für Lehrerinnen und Lehrer (Vol. 10, pp. 207-220). Hohengehren, Germany: Schneider.
PDF	8.	Gnambs, T., & Batinic, B. (2010). Qualitative Online-Methoden [Qualitative online research]. In G. Mey & K. Mruck (Eds.), Qualitative Forschung in der Psychologie. Wiesbaden, Germany: Verlag für Sozialwissenschaften.
	7.	Gnambs, T., & Batinic, B. (2010). Internetbasierte Methoden [Web-based methods]. In H. Holling & B. Schmitz (Eds.), Handbuch der Psychologischen Methoden und Evaluation (pp. 191-200). Göttingen, Germany: Hogrefe.
PDF	6.	Gnambs, T., Leidenfrost, B., & Jirasko, M. (2008). Interdisziplinäre Vernetzung mit eLearning - Praxisnahe Hochschullehre wird Realität [Interdisciplinary networking with elearning]. In S. Zauchner, P. Baumgartner, E. Blaschitz, & A. Weissenbäck (Eds.), Offener Bildungsraum Hochschule - Freiheiten und Notwendigkeiten (pp. 253-274). Münster, Germany: Waxmann.
PDF	5.	Gnambs, T., & Strassnig, B. (2007). Experimentelle Online-Untersuchungen [Web-based experiments]. In M. Welker & O. Wenzel (Eds.), Online-Forschung 2007 - Grundlagen und Fallstudien (pp. 233-250). Köln, Germany: Halem.
PDF	4.	Gnambs, T., & Batinic, B. (2007). Qualitative Online Forschung [Qualitative online research]. In E. Balzer & G. Naderer (Eds.), Qualitative Marktforschung in Theorie und Praxis (pp. 343-362). Wiesbaden, Germany: Gabler.
PDF	3.	Litzenberger, M., Punter, F. J., Gnambs, T., Jirasko, M., & Spiel, C. (2007). Qualitätssicherung bei der Studierendenauswahl mittels lernpsychologisch fundierter Wissensprüfung. In A. Kluge & K. Schuler (Eds.), Qualitätssicherung und -entwicklung an Hochschulen: Methoden und Ergebnisse (pp. 23-34). Lengerich, Germany: Pabst.
PDF	2.	Gnambs, T., Hanfstingl, B., & Leidenfrost, B. (2006). Ist Methodenlehre männlich und Entwicklungspsychologie weiblich? Geschlechtsspezifische Präferenzen bei Abschlussarbeiten in der Psychologie [Sex-specific preferences for thesis in psychology]. In B. Gula, R. Alexandrowicz, S. Strauß, E. Brunner, B. Jenull-Schiefer & O. Vitouch (Eds.), Perspektiven psychologischer Forschung in Österreich (pp. 374-381). Lengerich, Germany: Pabst.
PDF	1.	Punter, J. F., Litzenberger, M., Gnambs, T., Jirasko, M., & Spiel, C. (2006). Zur Auswahl von Psychologie-Studierenden mittels lehrzielorientierter Wissensprüfung. In B. Gula, R. Alexandrowicz, S. Strauß, E. Brunner, B. Jenull-Schiefer & O. Vitouch (Eds.), Perspektiven psychologischer Forschung in Österreich (pp. 473-479). Lengerich, Germany: Pabst.

Miscellaneous
PDF	34.	Kutscher, T., Sengewald, M.-A., Gnambs, T., Carstensen, C. H., & Aßmann, C. (2024). Editorial: The national educational panel study (NEPS) and methodological innovations in longitudinal large-scale assessments. Large-Scale Assessments in Education, 12(1):31. https://doi.org/10.1186/s40536-024-00221-y
PDF	33.	Nusser, L., Lockl, K., Gnambs, T., Wolter, I., & Artelt, C. (2024). Geringere Lernzuwächse durch coronabedingte Einschränkungen im Bildungsbereich? Ein Kohortenvergleich zu Entwicklungen in der Sekundarstufe (NEPS Corona & Bildung No. 10). Leibniz Institut für Bildungsverläufe. https://doi.org/10.5157/NEPS:Bericht:Corona:10:1.0
PDF	32.	Aßmann,C., Gnambs, T., Konrad, A., & Würbach, A. (2024). Estimation of Corona Effects on Mathematical Competencies in Grade 9 Using NEPS Data: Methodological Companion (LIfBi Working Paper No. 113). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/LIfBi:WP113:1.0
PDF	31.	Gnambs, T. (2024). NEPS Technical Report for Computer Literacy: Scaling Results of Starting Cohort 5 for Wave 5 (NEPS Survey Paper No. 113). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP113:1.0
PDF	30.	Gnambs, T. (2024). NEPS Technical Report for Mathematics: Scaling Results of Starting Cohort 2 for Grade 9 (NEPS Survey Paper No. 112). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP112:1.0
PDF	29.	Gnambs, T., & Senkbeil, M. (2023). Wie entwickeln sich ICT Kompetenzen im Jugendalter? (NEPS Forschung kompakt No. 1). Leibniz Institut für Bildungsverläufe. https://doi.org/10.5157/NEPS:FK01:1.0
PDF	28.	Bayer, S., Blask, K., Gnambs, T., Jansen, M., Maehler, D. B., Meyermann, A., & Neuendorf, C. (2023). Editorial: Data for psychological research in the educational field: Spotlights, data infrastructures, and findings from research. Journal of Open Psychology Data, 11(1):19. https://doi.org/10.5334/jopd.105
PDF	27.	Hanfstingl, B., Uhler, J., Edelsbrunner, P. A., Dettweiler, U., & Gnambs, T. (2023). Editorial: From "modern" to "postmodern" psychology: Is there a way past. Frontiers in Psychology, 14:1091721. https://doi.org/10.3389/fpsyg.2023.1091721
PDF	26.	Gnambs, T., & Senkbeil, M. (2023). NEPS Technical Report for Computer Literacy: Scaling Results for Starting Cohorts 4 and 6 (Wave 14) (NEPS Survey Paper No. 106). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP106:1.0
PDF	25.	Gehrer, K., Fackler, S., Street, K. S., Gnambs, T.. Lindorff, A. M. , & Lockl, K. (2022). Editorial: Learning in times of COVID-19: Students', families', and educators' perspectives. Frontiers in Psychology, 13:915250. https://doi.org/10.3389/fpsyg.2022.915250/full
PDF	24.	Gnambs, T. (2022). NEPS Technical Report for Early Reading Competence: Scaling Results of Starting Cohort 1 for Eight-Year-Old Children (Wave 9) (NEPS Survey Paper No. 96). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP96:1.0
PDF	23.	Gnambs, T. (2020). NEPS Technical Report for Mathematics: Scaling Results of Starting Cohorts 4 (Wave 10), 5 (Wave 12), and 6 (Wave 9) (NEPS Survey Paper No. 72). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP72:1.0
PDF	22.	Scharl, A., Carstensen, C. H., & Gnambs, T. (2020). Estimating Plausible Values with NEPS Data: An Example Using Reading Competence in Starting Cohort 6 (NEPS Survey Paper No. 71). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP71:1.0
PDF	21.	Gnambs, T. (2020). NEPS Technical Report for Reading: Scaling Results of Starting Cohort 4 for Wave 10 in Special Schools (NEPS Survey Paper No. 64). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	20.	Gnambs, T. (2020). NEPS Technical Report for Reading: Scaling Results of Starting Cohort 4 for Grade 9 in Special Schools (NEPS Survey Paper No. 63). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	19.	Gnambs, T. (2019). NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 3 for Grade 12 (NEPS Survey Paper No. 61). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	18.	Gnambs, T., & Freund, M. (2019). NEPS Technical Report for Attention: Administration of the Frankfurt Attention Inventory (FAIR) in Starting Cohort 4 (Grade 9) for Students with Special Educational Needs (NEPS Survey Paper No. 57). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
	17.	Bosnjak, M., & Gnambs, T. (2019). Hotspots in Psychology – 2019 Edition (Editorial). Zeitschrift für Psychologie, 227, 1-3. doi:10.1027/2151-2604/a000350
PDF	16.	Gnambs, T. (2019). NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 5 (Wave 12) (NEPS Survey Paper No. 53). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	15.	Gnambs, T. (2017). NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 3 for Grade 10 (NEPS Survey Paper No. 31). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	14.	Rohm, T., Krohmer, K., & Gnambs, T. (2017). NEPS Technical Report for Reading: Scaling Results of Starting Cohort 2 for Grade 4 (NEPS Survey Paper No. 30). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	13.	Gnambs, T. (2017). NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 4 for Grade 12 (NEPS Survey Paper No. 27). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	12.	Gnambs, T. (2017). NEPS Technical Report for English Reading Competence: Scaling Results of Starting Cohort 4 for Grade 10 (NEPS Survey Paper No. 26). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	11.	Rohm, T., Freund, M., Gnambs, T., & Fischer, L. (2017). NEPS Technical Report for Listening Comprehension: Scaling Results of Starting Cohort 3 for Grade 9 (NEPS Survey Paper No. 21). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	10.	Scharl, A., Fischer, L., Gnambs, T., & Rohm, T. (2017). NEPS Technical Report for Reading: Scaling Results of Starting Cohort 3 for Grade 9 (NEPS Survey Paper No. 20). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	9.	Krannich, M., Jost, O., Rohm, T., Koller, I., Pohl, S., Haberkorn, K., Carstensen, C. H., Fischer, L., & Gnambs, T. (2017). NEPS Technical Report for Reading – Scaling Results of Starting Cohort 3 for Grade 7 (NEPS Survey Paper No. 14). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	8.	Gnambs, T., Fischer, L., & Rohm, T. (2017). NEPS Technical Report for Reading: Scaling Results of Starting Cohort 4 for Grade 12 (NEPS Survey Paper No. 13). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	7.	Fischer, L., Rohm, T., & Gnambs, T. (2017). NEPS Technical Report for Mathematics: Scaling Results of Starting Cohort 4 for Grade 12 (NEPS Survey Paper No. 12). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
PDF	6.	Fischer, L., Rohm, T., Gnambs, T., & Carstensen, C. H. (2016). Linking the data of the competence tests (NEPS Survey Paper No. 1). Leibniz Institute for Educational Trajectories, National Educational Panel Study.
	5.	Altrichter, H., Batinic, B., Bacher, J., Paseka, A., Gamsjäger, M. Stiglbauer, B., & Gnambs, T. (2010). Opinion Corner – Aufbau eines Schüler-Online-Panels für die akademische Sozialforschung. Endbericht. [Development of a student online panel for academic social science research]. Unpublished report for Sparkling Science, Johannes Kepler University, Linz.
Amazon	4.	Gnambs. T. (2008). Graphische Analogskalen in Internet-basierten Fragebögen [Visual analogous scales in web-based surveys]. München: Akademischer Verlag.
PDF	3.	Gnambs, T., & Batinic, B. (2008). Book review of "Wottawa, H., Kirbach, C. & Montel, C. (2004). Recruiting und Assessment im Internet. Göttingen: Vendenhoeck & Ruprecht". Zeitschrift für Personalpsychologie, 7, 38. doi:10.1026/1617-6391.7.1.38a
	2.	Gnambs, T., & Batinic, B. (2008). Personality traits as mediators of the relationship between opinion leadership and expertise [Abstract]. International Journal of Psychology, 43, 586. doi:10.1080/00207594.2008.10108486
	1.	Uhl, A., Springer, A., Kobrna, U., Gnambs, T., & Pfarrhofer, D. (2005). Österreichweite Repräsentativerhebung zum Substanzgebrauch - Erhebung 2004 [Austrian representative survey on substance use]. Vienna: BMAGS.

Theses
	3.	Gnambs, T. (2016). A meta-analytic perspective on measurement error in self-reports. Unpublished professorial thesis (Habilitation), Osnabrück University, Germany.
	2.	Gnambs, T. (2010). Toward an assessment of generalized opinion leadership: From traditional approaches to computer-adaptive and web-based tests. Unpublished doctoral thesis, University of Erlangen-Nuremberg, Germany.
	1.	Gnambs, T. (2004). Graphische Analogskalen in internetbasierten Fragebögen [Visual analogous scales in web-based surveys]. Unpublished master thesis, University of Vienna, Austria.

Dr. Timo Gnambs