| More value through greater differentiation: gender differences in value beliefs about math. H Gaspard, AL Dicke, B Flunger, B Schreier, I Häfner, U Trautwein, ... Journal of educational psychology 107 (3), 663, 2015 | 341 | 2015 |
| Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. H Gaspard, AL Dicke, B Flunger, BM Brisson, I Häfner, B Nagengast, ... Developmental psychology 51 (9), 1226, 2015 | 296 | 2015 |
| An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement Y Jiang, EQ Rosenzweig, H Gaspard Contemporary Educational Psychology 54, 139-152, 2018 | 194 | 2018 |
| Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject H Gaspard, I Häfner, C Parrisius, U Trautwein, B Nagengast Contemporary Educational Psychology 48, 67-84, 2017 | 186 | 2017 |
| Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes J Guo, B Nagengast, HW Marsh, A Kelava, H Gaspard, H Brandt, ... AERA open 2 (1), 2332858415626884, 2016 | 135 | 2016 |
| Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support R Lazarides, H Gaspard, AL Dicke Learning and Instruction 60, 126-137, 2019 | 118 | 2019 |
| Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains H Gaspard, A Wigfield, Y Jiang, B Nagengast, U Trautwein, HW Marsh Contemporary Educational Psychology 52, 1-14, 2018 | 116 | 2018 |
| Short intervention, sustained effects: Promoting students’ math competence beliefs, effort, and achievement BM Brisson, AL Dicke, H Gaspard, I Häfner, B Flunger, B Nagengast, ... American Educational Research Journal 54 (6), 1048-1078, 2017 | 107 | 2017 |
| How are upper secondary school students’ expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison H Gaspard, E Wille, SV Wormington, CS Hulleman Contemporary Educational Psychology 58, 149-162, 2019 | 65 | 2019 |
| Cross‐domain trajectories of students’ ability self‐concepts and intrinsic values in math and language arts H Gaspard, F Lauermann, N Rose, A Wigfield, JS Eccles Child Development 91 (5), 1800-1818, 2020 | 44 | 2020 |
| The role of family characteristics for students’ academic outcomes: A person‐centered approach I Häfner, B Flunger, AL Dicke, H Gaspard, BM Brisson, B Nagengast, ... Child development 89 (4), 1405-1422, 2018 | 44 | 2018 |
| Gender stereotypes in a children's television program: Effects on girls' and boys' stereotype endorsement, math performance, motivational dispositions, and attitudes E Wille, H Gaspard, U Trautwein, K Oschatz, K Scheiter, B Nagengast Frontiers in Psychology 9, 2435, 2018 | 42 | 2018 |
| Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education R Lazarides, B Fauth, H Gaspard, R Göllner Learning and Instruction 73, 101435, 2021 | 40 | 2021 |
| Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains H Gaspard, AL Dicke, B Flunger, I Häfner, BM Brisson, U Trautwein, ... AERA Open 2 (2), 2332858416649168, 2016 | 40 | 2016 |
| Expectancy-value theory revisited: From expectancy-value theory to expectancy-values theory? U Trautwein, B Nagengast, HW Marsh, H Gaspard, AL Dicke, O Lüdtke, ... IAP Information Age Publishing, 2013 | 39 | 2013 |
| Learning more from educational intervention studies: Estimating complier average causal effects in a relevance intervention B Nagengast, BM Brisson, CS Hulleman, H Gaspard, I Häfner, ... The Journal of Experimental Education 86 (1), 105-123, 2018 | 31 | 2018 |
| The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? C Parrisius, H Gaspard, U Trautwein, B Nagengast Contemporary Educational Psychology 62, 101891, 2020 | 22 | 2020 |
| The Conscientiousness × Interest Compensation (CONIC) model: Generalizability across domains, outcomes, and predictors. J Song, H Gaspard, B Nagengast, U Trautwein Journal of Educational Psychology, 2019 | 21 | 2019 |
| The Potential of Relevance Interventions for Scaling Up: A Cluster-Randomized Trial Testing the Effectiveness of a Relevance Intervention in Math Classrooms H Gaspard, C Parrisius, H Piesch, M Kleinhansl, E Wille, B Nagengast, ... Journal of Educational Psychology 113 (8), 1507–1528, 2021 | 20 | 2021 |
| How do perceptions of importance support from a reading intervention affect students' motivation, engagement, and comprehension? EQ Rosenzweig, A Wigfield, H Gaspard, JT Guthrie Journal of research in reading 41 (4), 625-641, 2018 | 19 | 2018 |
Benjamin NagengastUniversity of TübingenVerified email at uni-tuebingen.de
