Rate My Professor Benjamin Nagengast

Professor Dr. Benjamin Nagengast is Professor of Educational Psychology and Deputy Director of the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen, within the Faculty of Economics and Social Sciences. He studied psychology from 1999 to 2006 in Heidelberg, Columbus, Ohio (as Fulbright Stipendiat), and Jena, earning his Diplom in Psychology from Friedrich-Schiller-Universität Jena in 2006. He received his Promotion (Dr. phil., summa cum laude) from Friedrich-Schiller-Universität Jena in June 2009 and completed his Habilitation at the University of Tübingen in July 2012, earning Venia legendi for Empirical Educational Research and Educational Psychology.

Nagengast's career began as Research Scientist in the Department of Methodology and Evaluation Research at Friedrich-Schiller-Universität Jena (2006-2009). He then served as Postdoctoral Research Fellow at the SELF Research Centre, Department of Education, University of Oxford (2009-2011). From 2011 to 2012, he was Assistant Professor (Juniorprofessor für Empirische Bildungsforschung) at the Center for Educational Science and Psychology, University of Tübingen. Since November 2012, he has been Full Professor of Educational Psychology at the Hector Research Institute. Until June 2022, he co-directed the LEAD Graduate School & Research Network and directed the LEADing Research Center. His research specializations include quantitative methods such as randomized controlled field trials, causality, latent variable models, and multi-level modeling; educational effectiveness; evaluation of interventions and educational situations; motivation; and academic self-concept. Key publications include Hübner, N., Wagner, W., Hochweber, J., Neumann, M., & Nagengast, B. (2020). Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades! Journal of Educational Psychology, 112(1), 204–220; Nagengast, B., Brisson, B.M., Hulleman, C.S., Gaspard, H., Häfner, I., & Trautwein, U. (2018). Learning more from educational interventions studies: Estimating complier average causal effects in a relevance intervention. Journal of Experimental Education, 86, 105-123; Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H.W. (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology, 52, 1-14; Marsh, H.W. et al. (in press). What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis. Psychological Methods.