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Publications

Preprints
PDF 1. Breznau, N., Rinke, E. M., Wuttke, A., ..., Gnambs, T. et al. (2021). Observing many researchers using the same data and hypothesis reveals a hidden universe of data analysis.
[Data, materials, and syntax] [Preprint]

 

Peer-reviewed journals
PDF 82. Mara, M., Appel, M., & Gnambs, T. (in press). Human-like robots and the uncanny valley: A meta-analysis of user responses based on the Godspeed scales. Zeitschrift für Psychologie. Accepted for publication.
[Data, materials, and syntax] [Preprint]
PDF 81. Novita, S., Lockl, K., & Gnambs, T. (in press). 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. Accepted for publication.
https://doi.org/10.1007/s10212-021-00587-5
[Data and materials] [Analysis syntax]
PDF 80. Hanfstingl, B., Gnambs, T., Fazekas, C., Gölly, K. I., Matzer, F., & Tikvic, M. (in press). The dimensionality of the Brief COPE before and during the COVID-19 pandemic. Assessment. Accepted for publication.
https://doi.org/10.1177/10731911211052483
[Data and analysis syntax]
PDF 79. Gnambs, T., Scharl, A., & Rohm, T. (in press). Comparing perceptual speed between educational contexts: The case of students with special educational needs. Psychological Test Adaptation and Development. Accepted for publication.
https://doi.org/10.1027/2698-1866/a000013
[Data and materials] [Analysis code]
PDF 78. Schroeders, U., Kubera, F., & Gnambs, T. (in press). The structure of the Toronto Alexithymia Scale (TAS-20): A meta-analytic confirmatory factor analysis. Assessment. Accepted for publication.
https://doi.org/10.1177/10731911211033894
[Data, materials, and syntax] [Preprint]
PDF 77. Schroeders, U., Schmidt, C., & Gnambs, T. (in press). Detecting careless responding in survey data using stochastic gradient boosting. Educational and Psychological Measurement. Accepted for publication.
https://doi.org/10.1177/00131644211004708
[Data, materials, and syntax]
PDF 76. Zinn, S., & Gnambs, T. (in press). Analyzing nonresponse in longitudinal surveys using Bayesian additive regression trees: A nonparametric event history analysis. Social Science Computer Review. Accepted for publication.
https://doi.org/10.1177/0894439320928242
[Data and materials] [Analyses code] [Preprint]
PDF 75. Marker, C., Gnambs, T., & Appel, M. (in press). Exploring the myth of the chubby gamer: A meta-analysis on sedentary video gaming and body mass. Social Science & Medicine. Accepted for publication.
https://doi.org/10.1016/j.socscimed.2019.05.030
[Data, materials, and analyses syntax]
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]
  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
  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 (2nd 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 (2nd 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, 2nd 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 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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). Bamberg: 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.  
 
Timo Gnambs

Dr. Timo Gnambs

Leibniz Institute for Educational Trajectories
Wilhelmsplatz 3
96047 Bamberg
Germany / Europe

Email: timo@gn[REMOVE THIS PART]ambs.at

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