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Prof. Dr.  Timo  Gnambs

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Adresse:
Leibniz-Institut für Bildungsverläufe (LIfBi)
Wilhelmsplatz   3
96047  Bamberg
Raum:
WP3/01.24
Arbeitseinheit:
Skalierung und Testdesign
Kontakt:
Telefon: +49 951 863-3420

Ausgewählte Publikationen

<p>Gnambs, T., & Schroeders, U. (in press). Cognitive abilities explain wording effects in the Rosenberg Self-Esteem Scale. <em>Assessment</em>. doi:<a class="ext" href="http://dx.doi.org/10.1177/1073191117746503" data-mce-href="http://dx.doi.org/10.1177/1073191117746503">10.1177/1073191117746503</a> <br></p><p><span data-scayt_word="Gnambs" data-scaytid="13"><br data-mce-bogus="1"></span></p><p><span data-scayt_word="Gnambs" data-scaytid="13">Gnambs</span>, T., & <span data-scayt_word="Buntins" data-scaytid="16">Buntins</span>, K. (2017). The measurement of variability and change in life satisfaction: A comparison of single-item and multi-item instruments. <em>European Journal of Psychological Assessment, 33</em>, 224-238. doi:<a class="ext" href="http://dx.doi.org/10.1027/1015-5759/a000414" data-mce-href="http://dx.doi.org/10.1027/1015-5759/a000414">10.1027/1015-5759/a000414</a> </p><p> <br></p><p><span data-scayt_word="Holtz" data-scaytid="10">Holtz</span>, P., & <span data-scayt_word="Gnambs" data-scaytid="7">Gnambs</span>, T. (2017). The improvement of student teachers' instructional quality during a 15 week field experience: A latent <span data-scayt_word="multimethod" data-scaytid="12">multimethod</span> change analysis. <em>Higher Education, 74</em>, 669-685. <span data-scayt_word="doi" data-scaytid="9">doi</span>:<a class="ext" href="http://dx.doi.org/10.1007/s10734-016-0071-3" data-mce-href="http://dx.doi.org/10.1007/s10734-016-0071-3">10.1007/<span data-scayt_word="s10734-016-0071-3" data-scaytid="14">s10734-016-0071-3</span></a><br data-mce-bogus="1"></p><p><br></p><p><span data-scayt_word="Gnambs" data-scaytid="36">Gnambs</span>, T., & <span data-scayt_word="Hanfstingl" data-scaytid="39">Hanfstingl</span>, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. <em>Educational Psychology, 36</em>, 1698-1712. <span data-scayt_word="doi" data-scaytid="40">doi</span>:<a class="ext" href="http://dx.doi.org/10.1080/01443410.2015.1113236" data-mce-href="http://dx.doi.org/10.1080/01443410.2015.1113236">10.1080/01443410.2015.1113236</a><br data-mce-bogus="1"></p><p> <br></p><p><span data-scayt_word="Gnambs" data-scaytid="41">Gnambs</span>, T., & <span data-scayt_word="Kaspar" data-scaytid="71">Kaspar</span>, K. (2015). Disclosure of sensitive behaviors across self-administered survey modes: A meta-analysis. <em>Behavior Research Methods, 47</em>, 1237-1259. <span data-scayt_word="doi" data-scaytid="69">doi</span>:<a class="ext" href="http://dx.doi.org/10.3758/s13428-014-0533-4" data-mce-href="http://dx.doi.org/10.3758/s13428-014-0533-4">10.3758/<span data-scayt_word="s13428-014-0533-4" data-scaytid="79">s13428-014-0533-4</span></a><br data-mce-bogus="1"></p><p> <br></p><p><span data-scayt_word="Gnambs" data-scaytid="76">Gnambs</span>, T., <span data-scayt_word="Appel" data-scaytid="77">Appel</span>, M., & <span data-scayt_word="Kaspar" data-scaytid="78">Kaspar</span>, K. (2015). The effect of the color red on encoding and retrieval of declarative knowledge. <em>Learning and Individual Differences, 42</em>, 90-96. <span data-scayt_word="doi" data-scaytid="83">doi</span>:<a class="ext" href="http://dx.doi.org/10.1016/j.lindif.2015.07.017" data-mce-href="http://dx.doi.org/10.1016/j.lindif.2015.07.017">10.1016/j.lindif.2015.07.017</a><br data-mce-bogus="1"></p><p>  <br></p><p>The full list of publications is available at <a href="http://timo.gnambs.de/publications" data-mce-href="http://timo.gnambs.de/publications">http://timo.gnambs.de/publications</a>.</p><p> <br></p><p> <br></p>

Ausgewählte Präsentationen

<p>Gnambs, T. (2017, September). <em>Methodenartefakte in Persönlichkeitsinstrumenten: Der Einfluss von Lesekompetenz auf negativ formulierte Items</em>. Presentation at the 14th Meeting of the Division of Differential Psychology, Personality Psychology, and Psychological Assessment of the German Society of Psychology (DGPs) in Munich, Germany.</p><p><br data-mce-bogus="1"></p><p>Appel, M., Marker, C., & Gnambs, T. (2017, September). <em>Are activities on social networking sites associated with narcissism and school performance? Meta-analytic evidence</em>. Presentation at the 10th Conference of the Media Psychology Division of the German Society of Psychology (DGPs) in Koblenz-Landau, Germany.</p><p><br data-mce-bogus="1"></p><p>Zinn, S., & Gnambs, T. (2017, July). <em>Contrasting three prominent MNAR methods for analyzing longitudinal survey data</em>. Presentation at the European Survey Research Association (ESRA) conference in Lisbon, Portugal.</p><p><br data-mce-bogus="1"></p><p>Gnambs, T. (2016, September). <em>Computerspiele und Kompetenzentwicklung bei Jugendlichen</em>. Presentation at the 50th Conference of the German Society of Psychology (DGPs) in Bielefeld, Germany.<br></p><p><br data-mce-bogus="1"></p><p>Gnambs, T. (2015, September). <em>Veränderungsmessung von subjektivem Wohlbefinden mit Einzelitem- und Multiitem-Skalen</em>. Presentation at the 13th Meeting of the Division of Differential Psychology, Personality Psychology, and Psychological Assessment of the German Society of Psychology (DGPs)  in Mainz, Germany.<br></p><p><br data-mce-bogus="1"></p><p><br data-mce-bogus="1"></p>