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Timo Gnambs (1978-)

Psychologe

Name	Timo Gnambs
Time	1978- (Date of birth and death)
Place	Linz (Wirkungsort) Österreich
Gender	männlich
Academic degree	Dr. rer. pol.
Profession	Psychologe (characteristic profession) Wirtschaftswissenschaftler
Related	Otto-Friedrich-Universität Bamberg Leibniz-Institut für Bildungsverläufe (2015-) Universität Osnabrück (2011-2015) Johannes Kepler Universität Linz (2005-2011) Psychologie (Studienfach)
Further information	Diss. an der Friedrich-Alexander-Univ. Erlangen-Nürnberg (Wirtschafts- und Sozialwissenschaften)
Record type	Person
GND-Identifier	136317790
Record ID	136317790
Involved in show all The Replication Database: Documenting the Replicability of Psychological Science Participation rates, characteristics, and differential effects on reading literacy of extracurricular tutoring in a German large-scale assessment Attitudes towards AI: measurement and associations with personality Predictors of adolescents’ change in reading literacy: the role of reading strategies, reading motivation, and declarative metacognition Meta-Analytic Structural Equation Modeling With Fallible Measurements Predictors of Adolescents’ Change in Reading Literacy : The Role of Reading Strategies, Reading Motivation, and Declarative Metacognition Bidirectional effects between reading and mathematics development across secondary school Analyzing the context of large-scale educational assessments using multilevel latent variable modeling Parent and Teacher Assessments of Social-Emotional Competence in Three-Year-Old Children: Does Sibling Status Matter? Profiles of competence development in mathematics and reading in early secondary education The impact of gender-stereotypical text contents on reading competence in women and men Profiles of competence development in mathematics and reading in early secondary education Reading comprehension of monolingual and bilingual children in primary school: the role of linguistic abilities and phonological processing skills The achievement gap in reading competence: the effect of measurement non-invariance across school types Setting a standard for low reading proficiency. A comparison of the bookmark procedure and constrained mixture Rasch model Web-based and mixed-mode cognitive large-scale assessments in higher education : An evaluation of selection bias, measurement bias, and prediction bias The impact of gender-stereotypical text contents on reading competence in women and men Web-based and mixed-mode cognitive large-scale assessments in higher education: An evaluation of selection bias, measurement bias, and prediction bias Limited evidence for the effect of red color on cognitive performance: A meta-analysis Attitudes towards emergent autonomous robots in Austria and Germany Attitudes towards emergent autonomous robots in Austria and Germany The longitudinal measurement of reasoning abilities in students with special educational needs Modeling competence development in the presence of selection bias Qualitative Marktforschung in Theorie und Praxis : Grundlagen, Methoden, Anwendungen Toward an assessment of generalized opinion leadership : from traditional approaches to computer-adaptive and web-based tests Graphische Analogskalen in Internet-basierten Fragebögen : eine empirische Analyse

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Katalog der Deutschen Nationalbibliothek

Timo Gnambs (1978-)

The Replication Database: Documenting the Replicability of Psychological Science

Participation rates, characteristics, and differential effects on reading literacy of extracurricular tutoring in a German large-scale assessment

Attitudes towards AI: measurement and associations with personality

Predictors of adolescents’ change in reading literacy: the role of reading strategies, reading motivation, and declarative metacognition

Meta-Analytic Structural Equation Modeling With Fallible Measurements

Predictors of Adolescents’ Change in Reading Literacy : The Role of Reading Strategies, Reading Motivation, and Declarative Metacognition

Bidirectional effects between reading and mathematics development across secondary school

Analyzing the context of large-scale educational assessments using multilevel latent variable modeling

Parent and Teacher Assessments of Social-Emotional Competence in Three-Year-Old Children: Does Sibling Status Matter?

Profiles of competence development in mathematics and reading in early secondary education

The impact of gender-stereotypical text contents on reading competence in women and men

Profiles of competence development in mathematics and reading in early secondary education

Reading comprehension of monolingual and bilingual children in primary school: the role of linguistic abilities and phonological processing skills

The achievement gap in reading competence: the effect of measurement non-invariance across school types

Setting a standard for low reading proficiency. A comparison of the bookmark procedure and constrained mixture Rasch model

Web-based and mixed-mode cognitive large-scale assessments in higher education : An evaluation of selection bias, measurement bias, and prediction bias

The impact of gender-stereotypical text contents on reading competence in women and men

Web-based and mixed-mode cognitive large-scale assessments in higher education: An evaluation of selection bias, measurement bias, and prediction bias

Limited evidence for the effect of red color on cognitive performance: A meta-analysis

Attitudes towards emergent autonomous robots in Austria and Germany

Attitudes towards emergent autonomous robots in Austria and Germany

The longitudinal measurement of reasoning abilities in students with special educational needs

Modeling competence development in the presence of selection bias

Qualitative Marktforschung in Theorie und Praxis : Grundlagen, Methoden, Anwendungen

Toward an assessment of generalized opinion leadership : from traditional approaches to computer-adaptive and web-based tests

Graphische Analogskalen in Internet-basierten Fragebögen : eine empirische Analyse