Ulrich Trautwein

Ulrich Trautwein, Prof. Dr., is full professor for educational science at the University of Tuebingen. He studied psychology at University of Goettingen and University of California, Santa Cruz (diploma in 1999). From 1999 to 2008, Trautwein had a position as research scientist at Max Planck Institute for Human Development, Berlin. He received his Ph.D. from the Free University of Berlin in 2002 for his work on schools and self-esteem. His habilitation work on a multilevel homework model was finished in 2005. Trautwein is currently involved in three large-scale longitudinal studies, the study on learning processes, educational careers, and psychosocial development in adolescence and young adulthood (BIJU), the project on transformation of the secondary school system and academic careers (TOSCA), and a study on tradition and innovation in the structure and organization of schooling (TRAIN). He is on the editorial board of “Zeitschrift für Pädagogische Psychologie”, a German journal of educational psychology, and of Motivation and Emotion. Trautwein has published several journal articles and book chapters. His main research interests include educational transitions, the effects of different learning environments on self-concept, interest, and personality development, and the role of self-related cognitions in students’ homework behavior. Trautwein has received several major research grants. His Ph.D. dissertation was awarded the prestigious Otto Hahn medal, in 2004 he received the Young Investigator Award from the Section for Educational Psychology of the German Psychological Society, and in 2009 he received the CORECHED award for outstanding contributions to empirical educational research.

 

Recent Publications

In press

Lüdtke, O., Roberts, B., Trautwein, U., & Nagy, G. (in press). A random walk down university avenue: Life paths, life events, and personality trait change at the transition to university. Journal of Personality and Social Psychology.

2011

Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. & Pekrun, R. (in press). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36(1), 25-35
2010

Dettmers, S., Trautwein, U., Lüdtke, O., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102, 467-482.

Marsh, H. W., Lüdtke, O., Muthén, B., Asparouhov, T., Morin, A. J. S., Trautwein, U., & Nagengast, B. (2010). A new look at the big five factor structure through exploratory structural equation modeling. Psychological Assessment,22, 471-491. doi:10.1037/a0019227

Nagy, G., Watt, H. M. G., Eccles, J. S., Trautwein, U. & Lüdtke, O. (2010). The development of students’ mathematics self-concept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence, 20, 482-506. Full Text.

Nagy, G., Trautwein, U. & Lüdtke, O. (2010). The structure of vocational interests in Germany: Different methodologies, different conclusions. Journal of Vocational Behavior, 76, 153-169.

Niggli, A., Trautwein, U., & Schnyder, I. (2010). Die Rolle der Lehrpersonen bei den Hausaufgaben [Teachers' role in the context of homework]. Empirische Pädagogik, 24, 42-54.
2009

Baumert, J., Lüdtke, O., Trautwein, U. & Brunner, M. (2009). Large-scale student assessment studies measure the results of processes of knowledge acquisition: Evidence in support of the distinction between intelligence and student achievement. Educational Research Review, 4, 165-176.

Dettmers, S., Trautwein, U. & Lüdtke, O. (2009). The relationship between homework time and achievement is not universal: Evidence from multilevel analyses in 40 countries. School Effectiveness and School Improvement, 20,375-405.

Jonkmann, K., Trautwein, U. & Lüdtke, O. (2009). Social dominance in adolescence: The moderating role of the classroom context and behavioral heterogeneity. Child Development, 80, 338-355.

Lüdtke, O., Robitzsch, A., Trautwein, U. & Kunter, M. (2009). Assessing features of the learning environment: How to use student ratings of classroom or school characteristics in multilevel modeling. Contemporary Educational Psychology, 34, 120-131.

Lüdtke, O., Trautwein, U. & Husemann, N. (2009). Goal and personality trait development in a transitional period: Testing principles of personality development. Personality and Social Psychology Bulletin, 428-441.

Marsh, H. W., Lüdtke, O., Robitzsch, A., Trautwein, U., Asparouhov, T., Muthén, B., & Nagengast, B. (2009). Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research, 44, 764-802

Marsh, H. W., Muthén, B., Asparouhov, T., Lüdtke, O., Robitzsch, A., Morin, A. J. S., & Trautwein, U. (2009). Exploratory structural equation modeling, integrating CFA and EFA: Applications to students' evaluations of university teaching. Structural Equation Modeling, 16, 439 – 476.

Marsh, H.W., Lüdtke, O., Trautwein, U. & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16, 191-225.

Roberts, B. W., Jackson, J. J., Burger, J., & Trautwein, U. (2009). Conscientiousness and externalizing psychopathology: Overlap, developmental patterns, and etiology of two related constructs. Development and Psychopathology, 21, 871-888.

Trautwein, U. & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19, 243-258.

Trautwein, U., Lüdtke, O., Marsh, H. W. & Nagy, G. (2009). Within-school social comparison: How students’ perceived standing of their class predicts academic self-concept. Journal of Educational Psychology, 101, 853-866.

Trautwein, U., Lüdtke, O., Roberts, B. W., Schnyder, I., & Niggli, A. (2009). Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97, 1115-1128.

Trautwein, U., Schnyder, I., Niggli, A., Neumann, M. & Lüdtke, O. (2009). Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34, 77-88.

Trautwein, U., Niggli, A., Schnyder, I. & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students’ homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101, 176–189.

Books

Trautwein, U., Neumann, M., Nagy, G., Lüdtke, O., & Maaz, K. (Hrsg.). (2010). Schulleistungen von Abiturienten: Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand. Wiesbaden: VS-Verlag für Sozialwissenschaften.

Book Chapters

Dettmers, S., Trautwein, U., Neumann, M., & Lüdtke, O. (2010). Aspekte von Wissenschaftspropädeutik. In U. Trautwein, M. Neumann, G. Nagy, O. Lüdtke & K. Maaz (Hrsg.), Schulleistungen von Abiturienten: Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand (S. 243-266). Wiesbaden: VS-Verlag für Sozialwissenschaften.

Jonkmann, K., Trautwein, U., Nagy, G., & Köller, O. (2010). Fremdsprachenkenntnisse in Englisch vor und nach der Neuordnung der gymnasialen Oberstufe in Baden-Württemberg. In U. Trautwein, M. Neumann, G. Nagy, O. Lüdtke & K. Maaz (Hrsg.), Schulleistungen von Abiturienten: Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand (S. 181-214). Wiesbaden: VS-Verlag für Sozialwissenschaften.

Nagy, G., Neumann, M., Trautwein, U., & Lüdtke, O. (2010). Voruniversitäre Mathematikleistungen vor und nach der Neuordnung der gymnasialen Oberstufe in Baden-Württemberg. In U. Trautwein, M. Neumann, G. Nagy, O. Lüdtke & K. Maaz (Hrsg.), Schulleistungen von Abiturienten: Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand (S. 147-180). Wiesbaden: VS-Verlag für Sozialwissenschaften.

Neumann, M., Trautwein, U., Nagy, G., Lüdtke, O., & Maaz, K. (2010). Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand: Ein Zwischenresümee. In U. Trautwein, M. Neumann, G. Nagy, O. Lüdtke & K. Maaz (Hrsg.), Schulleistungen von Abiturienten: Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand (S. 267-280). Wiesbaden: VS-Verlag für Sozialwissenschaften.

Trautwein, U., Neumann, M., Nagy, G., Lüdtke, O., & Maaz, K. (2010). Institutionelle Reform und individuelle Entwicklung: Hintergrund und Fragestellungen der Studie TOSCA-Repeat. In U. Trautwein, M. Neumann, G. Nagy, O. Lüdtke & K. Maaz (Hrsg.), Schulleistungen von Abiturienten: Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand (S. 15-36). Wiesbaden: VS-Verlag für Sozialwissenschaften.

Trautwein, U., Dettmers, S., & Neumann, M. (2010). Die neu geordnete Oberstufe: Die Sicht von Abiturienten, Eltern, Schul- und Fachleitern. In U. Trautwein, M. Neumann, G. Nagy, O. Lüdtke & K. Maaz (Hrsg.), Schulleistungen von Abiturienten: Die neu geordnete gymnasiale Oberstufe auf dem Prüfstand (S. 109-126). Wiesbaden: VS-Verlag für Sozialwissenschaften

 

 

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