Dr. Timo Gnambs

Forschungsdatenzentrum, Methodenentwicklung | Pädagogisch-Psychologische Methoden

Vita

06/2016 – Heute
Leitung des Arbeitsbereichs "Pädagogisch-Psychologische Methoden" am Leibniz-Institut für Bildungsverläufe
03/2018– 02/2021
Professor für Angewandte Psychologie an der Johannes Kepler Universität Linz (Österreich)
08/2016
Habilitation an der Universität Osnabrück
09/2015– 06/2016
Operative Leitung des Projekts "Skalierung und Testdesign" am Leibniz-Institut für Bildungsverläufe
04/2011– 08/2015
Akademischer Rat a.Z. am Lehrstuhl für Forschungsmethodik, Diagnostik und Evaluation der Universität Osnabrück
07/2010
Promotion in Psychologie an der Universität Erlangen-Nürnberg
12/2005– 03/2011
Wissenschaftlicher Mitarbeiter am Lehrstuhl für Arbeits-, Organisations- und Medienpsychologie der Universität Linz (Österreich)
10/2004
Diplomstudium der Psychologie an der Universität Wien (Österreich)

Forschungsinteressen

  • Technologiebasierte psychologische Diagnostik
  • Psychometrie
  • Methoden des Large Scale Assessments
  • Survey-Methodologie
  • Meta-Analysen
  • Medienpsychologie

Herausgebertätigkeiten

  • seit 2026: Zeitschrift für Psychologie (Associate Editor)
  • seit 2026: Contemporary Educational Psychology (Mitglied im Editorial Board)
  • seit 2025: Neuropsychology Review (Mitglied im Editorial Board)
  • seit 2024: Assessment (Consulting Editor)
  • 2022/23: Large-Scale Assessment in Education (Special Issue Editor)
  • 2022/23: Journal of Open Psychology Data (Special Issue Editor)
  • 2020/21: Frontiers in Psychology (Special Issue Editor)
  • 2018-2020: PLoS ONE (Academic Editor)
  • 2018/19: Zeitschrift für Psychologie (Special Issue Editor)

Mitwirkung an Datensätzen

Gnambs, T. (seit 2016). Mitwirkung an der Entstehung des Datenangebots des Nationalen Bildungspanels (NEPS) mit Releasedaten ab 2016 gemäß der Listung unter https://www.lifbi.de/de-de/Start/Daten-Services/Daten-und-Dokumentation/SUF-Übersicht

siehe dazu

Publikationen

2026

Aczel, B., Szaszi, B., Clelland, H. T., Kovacs, M., Holzmeister, F., Ravenzwaaij, D. v., Schulz-Kümpe, H., Hoffmann, S., Nilsonne, G., Kosa, L., Torma, Z. A., Abdelfatah, Y., Aberson, C. L., Acar, O. A., Acem, E., Adamkovic, M., Adamovich, T., Adiasto, K., Gnambs, T., . . . Nosek, B. A. (2026). Investigating the analytical robustness of the social and behavioural sciences. Nature, 652, 135-142. https://doi.org/10.1038/s41586-025-09844-9
Aßmann, C., Bergrab, M., & Gnambs, T. (2026). Participation and selectivity in web‐based cognitive testing and surveying: Evidence from a randomized mode experiment (LIfBi Working Paper No. 131). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP131:1.0
Gnambs, T., Griese, F., & Zinn, S. (2026). The Artificial Intelligence Experience and Attitude Survey (AIEAS): A brief measure for socio-economic panel studies. Psychological Test Adaptation and Development, 7, 27–41. https://doi.org/10.1027/2698-1866/a000118
Gnambs, T., Kutscher, T., & Sengewald, M.-A. (2026). A decade of educational research with the German National Educational Panel Study: A systematic review. Educational Research Review, 51, Article 100788. https://doi.org/10.1016/j.edurev.2026.100788
Nusser, L., Molitor, K., Lockl, K., Kähler, J., Jindra, C., & Gnambs, T. (2026). Data from the National Educational Panel Study (NEPS) in Germany: Starting Cohort 8 – Education for the World of Tomorrow in Grade 5 and Higher. Journal of Open Psychology Data, 14(7), 1-12. https://doi.org/10.5334/jopd.179
Sengewald, M.-A., Gnambs, T., & Henninger, M. (2026). Exploring differential item functioning through machine learning: A review of Rasch trees and regularized moderated Rasch models. Journal of Educational and Behavioral Statistics. Advance online publication. https://doi.org/10.3102/10769986261476077
Welling, J., Zink, E., & Gnambs, T. (2026). Comparing different approaches of (not) accounting for rapid guessing in plausible values estimation. Educational and Psychological Measurement, 86(4), 792-821. https://doi.org/10.1177/00131644251395590
Zink, E., Gnambs, T., Kutscher, T., & Sengewald, M.-A. (2026). Plausible value estimates in the NEPS: An overview of the estimation routines and user examples (NEPS Survey Paper No. 131). Leibniz Institute for Educational Trajectories, National Educational Panel Study. https://doi.org/10.5157/NEPS:SP131:1.0
Zuber, J., & Gnambs, T. (2026). Beyond overall effects: An exploratory meta-analysis of technique-related outcomes in psychodrama psychotherapy. The Arts in Psychotherapy. Article 102482. https://doi.org/10.1016/j.aip.2026.102482

2025

Breznau, N., Rinke, E. M., Wuttke, A., Adem, M., Adriaans, J., Akdeniz, E., Alvarez-Benjumea, A., Andersen, H. K., Auer, D., Azevedo, F., Bahnsen, O., Bai, L., Balzer, D., Bauer, P. C., Bauer, G., Baumann, M., Baute, S., Benoit, V., Bernauer, J., . . . Nguyen, H. H. V. (2025). The reliability of replications: A study in computational reproductions. Royal Society Open Science, 12(3), Article 241038. https://doi.org/10.1098/rsos.241038
Gnambs, T. (2025). Methoden der internetbasierten Diagnostik in der Psychologie. In R. Dohrenbusch (Hrsg.), Psychologische Begutachtung (S. 789–797). Springer. https://doi.org/10.1007/978-3-662-64797-4_47
Gnambs, T. (2025). Reciprocal effects between information and communication technology literacy and conventional literacies. Intelligence, 111, Article 101936. https://doi.org/10.1016/j.intell.2025.101936
Gnambs, T., & Hawrot, A. (2025). The development of social, gender, and migration-related disparities in digital competencies during adolescence. Computers in Human Behavior, 173, Article 108800. https://doi.org/10.1016/j.chb.2025.108800
Gnambs, T., & Schwaß, M. (2025). Gender disparities in the development of information and communication technology (ICT) literacy across adulthood: A two-wave study. Psychology and Aging, 40(8), 876-889. https://doi.org/10.1037/pag0000923
Gnambs, T., Stein, J.-P., Appel, M., Griese, F., & Zinn, S. (2025). An economical measure of attitudes towards artificial intelligence in work, healthcare, and education (ATTARI-WHE). Computers in Human Behavior: Artificial Humans, 3(1), Article 100106. https://doi.org/10.1016/j.chbah.2024.100106
Gnambs, T., Stein, J.-P., Zinn, S., Griese, F., & Appel, M. (2025). Attitudes, experiences, and usage intentions of artificial intelligence: A population study in Germany. Telematics and Informatics, 98, Article 102265. https://doi.org/10.1016/j.tele.2025.102265
Hawrot, A., Gnambs, T., & Lockl, K. (2025). The accuracy of performance judgements and academic achievement: A two-sample two-wave study of German primary and lower secondary school students. Learning and Individual Differences, 122, Article 102764. https://doi.org/10.1016/j.lindif.2025.102764
Lange-Küttner, C., Lockl, K., & Gnambs, T. (2025). ADHD and secondary school grades: Evidence from two longitudinal studies. Current Psychology, 44, 16701-16717. https://doi.org/10.1007/s12144-025-08324-7
Schöfl, M., Steinmair, G., Zepnik, S., & Gnambs, T. (2025). Equivalence of computer- and paper-based administrations of the SCHNAPP spelling test in German for six-year-old children. European Journal of Psychological Assessment, 41(3), 183-190. https://doi.org/10.1027/1015-5759/a000793
Schöfl, M., Steinmair, G., Zepnik, S., & Gnambs, T. (2025). Exploring potential gender disparities in trochee-based reading assessment for first graders. Lernen und Lernstörungen, 14(3), 131–143. https://doi.org/10.1024/2235-0977/a000476
Schroeders, U., & Gnambs, T. (2025). Sample size planning in item response theory: A tutorial. Advances in Methods and Practices in Psychological Science, 8(1), 1-13. https://doi.org/10.1177/25152459251314798

2024

Aßmann, C., Gnambs, T., Konrad, A., & Würbach, A. (2024). Estimation of Corona effects on mathematical competencies in grade 9 using NEPS data: Methodological companion (LIfBi Working Paper No. 113). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP113:1.0
Gnambs, T., & Lenhard, W. (2024). Remote testing of reading comprehension in 8-year-old children: Mode and setting effects. Assessment, 31(2), 248-262. https://doi.org/10.1177/10731911231159369
Gnambs, T., & Nusser, L. (2024). Out-of-level cognitive testing of children with special educational needs. European Journal of Psychological Assessment, 40(1), 40-45. https://doi.org/10.1027/1015-5759/a000736
Gnambs, T., & Schroeders, U. (2024). Accuracy and precision of fixed and random effects in meta-analyses of randomized control trials for continuous outcomes. Research Synthesis Methods, 15(1), 86-106. https://doi.org/10.1002/jrsm.1673
Gnambs, T., & Schroeders, U. (2024). Reliability and factorial validity of the core self-evaluations scale: A meta-analytic investigation of wording effects. European Journal of Psychological Assessment, 40(5), 343-359. https://doi.org/10.1027/1015-5759/a000783
Hanfstingl, B., Gnambs, T., Porsch, R., & Jude, N. (2024). Exploring the association between non-specialised science teacher rates and student science literacy: An analysis of PISA data across 18 nations. International Journal of Science Education, 46(9), 874-894. https://doi.org/10.1080/09500693.2023.2262729
Heyne, N., Gnambs, T., & Sengewald, M.-A. (2024). Participation rates, characteristics, and differential effects on reading literacy of extracurricular tutoring in a German large-scale assessment. Large-scale Assessments in Education, 12, Article 27. https://doi.org/10.1186/s40536-024-00216-9
Kutscher, T., Sengewald, M.-A., Gnambs, T., Carstensen, C. H., & Aßmann, C. (2024). Editorial: The National Educational Panel Study (NEPS) and methodological innovations in longitudinal large-scale assessments. Large-scale Assessments in Education, 12, Article 31. https://doi.org/10.1186/s40536-024-00221-y
Nusser, L., Lockl, K., Gnambs, T., Wolter, I., & Artelt, C. (2024). Geringere Lernzuwächse durch coronabedingte Einschränkungen im Bildungsbereich? Ein Kohortenvergleich zu Entwicklungen in der Sekundarstufe (NEPS Corona & Bildung No. 10). Leibniz-Institut für Bildungsverläufe. https://doi.org/10.5157/NEPS:Bericht:Corona:10:1.0
Röseler, L., Kaiser, L., Doetsch, C., Klett, N., Seida, C., Schütz, A., Aczel, B., Adelina, N., Agostini, V., Valeria, S., Albayrak-Aydemir, N., Aldoh, A., Al-Hoorie, A. H., Azevedo, F., Baker, B. J., Barth, C. L., Beitner, J., Brick, C., Brohmer, H., . . . Zhang, Y. (2024). The replication database: Documenting the replicability of psychological science. Journal of Open Psychology Data, 12(1), Article 8. https://doi.org/10.5334/jopd.101
Scharl, A., & Gnambs, T. (2024). The impact of different methods to correct for response styles on the external validity of self-reports. European Journal of Psychological Assessment, 40(1), 13-21. https://doi.org/10.1027/1015-5759/a000731
Schroeders, U., Morgenstern, M., Jankowsky, K., & Gnambs, T. (2024). Short-scale construction using meta-analytic and colony optimization: A demonstration with the need for cognition scale. European Journal of Psychological Assessment, 40(5), 376–395. https://doi.org/10.1027/1015-5759/a000818
Stein, J.-P., Messingschlager, T., Gnambs, T., Hutmacher, F., & Appel, M. (2024). Attitudes towards AI: Measurement and associations with personality. Scientific Reports, 14, Article 2909. https://doi.org/10.1038/s41598-024-53335-2
Welling, J., Gnambs, T., & Carstensen, C. H. (2024). Identifying disengaged responding in multiple-choice items: Extending a latent class item response model with novel process data indicators. Educational and Psychological Measurement, 84(2), 314-319. https://doi.org/10.1177/00131644231169211

2023

Appel, M., & Gnambs, T. (2023). Women in fiction: Bechdel-Wallace test results for the highest-grossing movies of the last four decades. Psychology of Popular Media Culture, 12(4), 499-504. https://doi.org/10.1037/ppm0000436
Bayer, S., Blask, K., Gnambs, T., Jansen, M., Maehler, D., Meyermann, A., & Neuendorf, C. (2023). Editorial: Data for psychological research in the educational field: Spotlights, data infrastructures, and findings from research. Journal of Open Psychology Data, 11(1), Article 19. https://doi.org/10.5334/jopd.105
Erhardt, T., Gnambs, T., & Sengewald, M.-A. (2023). Studying item effects and their correlation patterns with multi-construct multi-state models. PLOS ONE, 18(8), Article e0288711. https://doi.org/10.1371/journal.pone.0288711
Gnambs, T. (2023). A brief note on the standard error of the Pearson correlation. Collabra: Psychology, 9(1), Article 87615. https://doi.org/10.1525/collabra.87615
Gnambs, T. (2023). The web-based assessment of mental speed: An experimental study of testing mode effects for the trail-making test. European Journal of Psychological Assessment, 39(5), 349-353. https://doi.org/10.1027/1015-5759/a000711
Gnambs, T., & Lockl, K. (2023). Bidirectional effects between reading and mathematics development across secondary school. Zeitschrift für Erziehungswissenschaft, 26(2), 345–371. https://doi.org/10.1007/s11618-022-01108-w
Gnambs, T., & Sengewald, M.-A. (2023). Meta-analytic structural equation modeling with fallible measurements. Zeitschrift für Psychologie, 231(1), 39-52. https://doi.org/10.1027/2151-2604/a000511
Gnambs, T., & Senkbeil, M. (2023). Wie entwickeln sich ICT Kompetenzen im Jugendalter? (NEPS Forschung kompakt No. 1). Leibniz-Institut für Bildungsverläufe; Nationales Bildungspanel (NEPS). https://doi.org/10.5157/NEPS:FK01:1.0
Hanfstingl, B., Gnambs, T., Fazekas, C., Gölly, K., Matzer, F., & Tikvić, M. (2023). The dimensionality of the brief COPE before and during the COVID-19-pandemic. Assessment, 30(2), 287-301. https://doi.org/10.1177/10731911211052483
Hanfstingl, B., Uhler, J., Edelsbrunner, P. A., Dettweiler, U., & Gnambs, T. (2023). Editorial: From "modern" to "postmodern" psychology: Is there a way past? Frontiers in Psychology, 14, Article 1091721. https://doi.org/10.3389/fpsyg.2023.1091721
Heyne, N., Gnambs, T., Lockl, K., & Neuenhaus, N. (2023). Predictors of adolescents’ change in reading literacy: The role of reading strategies, reading motivation, and declarative metacognition. Current Psychology, 42, 32061-32075. https://doi.org/10.1007/s12144-022-04184-7
Schöfl, M., Steinmair, G., Zepnik, S., & Gnambs, T. (2023). Entwicklung eines digitalen Rechtschreibtests für die erste Klasse Grundschule: Dimensionalität und Reliabilität des SCHNAPP-Rechtschreibtests. Lernen und Lernstörungen, 12(4), 188-200. https://doi.org/10.1024/2235-0977/a000404
Sengewald, M.-A., Erhardt, T., & Gnambs, T. (2023). The predictive validity of item effect variables in the satisfaction with life scale for psychological and physical health. Assessment, 30(8), 2461–2475. https://doi.org/10.1177/10731911221149949
Thums, K., Gehrer, K., Gnambs, T., Lockl, K., & Nusser, L. (2023). Data from the National Educational Panel Study (NEPS) in Germany: Educational pathways of students in grade 5 and higher. Journal of Open Psychology Data, 11(3), Advance online publication. https://doi.org/10.5334/jopd.79

2022

Breznau, N., Rinke, E. M., Wuttke, A., Nguyen, H. H. V., Adem, M., Adriaans, J., Alvarez-Benjumea, A., Andersen, H. K., Auer, D., Azevedo, F., Bahnsen, O., Balzer, D., Bauer, G., Bauer, P. C., Baumann, M., Baute, S., Benoit, V., Bernauer, J., Berning, C., . . . Żółtak, T. (2022). Observing many researchers using the same data and hypothesis reveals a hidden universe of uncertainty. Proceedings of the National Academy of Sciences of the United States of America, 119(44), Article: e2203150119. https://doi.org/10.1073/pnas.2203150119
Freund, M.-J., Gnambs, T., Lockl, K., & Wolter, I. (2022). Profiles of competence development in mathematics and reading in early secondary education. European Journal of Psychology of Education, 37(4), 1015-1034. https://doi.org/10.1007/s10212-021-00591-9
Gehrer, K., Fackler, S., Street, K., Gnambs, T., Lindorff, A., & Lockl, K. (2022). Editorial: Learning in times of COVID-19: Students', families', and educators' perspectives. Frontiers in Psychology, 13, Article 915250. https://doi.org/10.3389/fpsyg.2022.915250
Gnambs, T. (2022). The day of the week effect on subjective wellbeing. Exploring public attitudes, informing public policy : Selected findings from the first nine rounds (4, pp. 9). ESS ERIC. https://www.europeansocialsurvey.org/docs/findings/ESS1_9_select_findings.pdf
Mara, M., Appel, M., & Gnambs, T. (2022). Human-like robots and the uncanny valley: A meta-analysis of user responses based on the Godspeed scales. Journal of Psychology, 230(1), 33–46. https://doi.org/10.1027/2151-2604/a000486
Marker, C., Gnambs, T., & Appel, M. (2022). Exploring the myth of the chubby gamer: A meta-analysis on sedentary video gaming and body mass. Social Science & Medicine, 301, Article 112325. https://doi.org/10.1016/j.socscimed.2019.05.030
Schönmoser, C., Karwath, C., & Gnambs, T. (2022). Parent and teacher assessments of social-emotional competence in three-year-old children: Does sibling status matter? Journal of Psychoeducational Assessment, 40(5), 621–633. https://doi.org/10.1177/07342829221077503
Schroeders, U., Kubera, F., & Gnambs, T. (2022). The structure of the Toronto Alexithymia Scale (TAS-20): A meta-analytic confirmatory factor analysis. Assessment, 29(8), 1806-1823. https://doi.org/10.1177/10731911211033894
Schroeders, U., Schmidt, C. M., & Gnambs, T. (2022). Detecting careless responding in survey data using stochastic gradient boosting. Educational and Psychological Measurement, 82(1), 29–56. https://doi.org/10.1177/00131644211004708
Zinn, S., & Gnambs, T. (2022). Analyzing nonresponse in longitudinal surveys using Bayesian additive regression trees: A nonparametric event history analysis. Social Science Computer Review, 40(3), 678-699. https://doi.org/10.1177/0894439320928242

2021

Feseker, T., Gnambs, T., & Artelt, C. (2021). Setting a standard for low reading proficiency: A comparison of the bookmark procedure and constrained mixture Rasch model. PLOS ONE, 16(11), Article e0257871. https://doi.org/10.1371/journal.pone.0257871
Fischer, L., Rohm, T., Carstensen, C. H., & Gnambs, T. (2021). Linking of rasch-scaled tests: Consequences of limited item pools and model misfit. Frontiers in Psychology, 12, Article 633896. https://doi.org/10.3389/fpsyg.2021.633896
Freund, M.-J., Wolter, I., Lockl, K., & Gnambs, T. (2021). Determinants of profiles of competence development in mathematics and reading in upper secondary education in Germany. PLOS ONE, 16(1), Article e0258152. https://doi.org/10.1371/journal.pone.0258152
Freund, M.-J., Wolter, I., Lockl, K., & Gnambs, T. (2021). Profiles of competence development in upper secondary education and their predictors (Registered report protocol). PLOS ONE, 16(1), 1-12. https://doi.org/10.1371/journal.pone.0245884
Gnambs, T. (2021). The day of the week effect on subjective well-being in the European Social Survey: An individual-participant meta-analysis. Zeitschrift für Psychologie, 229(1), 38-47. https://doi.org/10.1027/2151-2604/a000436
Gnambs, T. (2021). The development of gender differences in information and communication technology (ICT) literacy in middle adolescence. Computers in Human Behavior, 114, Article 106533. https://doi.org/10.1016/j.chb.2020.106533
Gnambs, T., Scharl, A., & Rohm, T. (2021). Comparing perceptual speed between educational contexts: The case of students with special educational needs. Psychological Test Adaptation and Development, 2(1), 93-101. https://doi.org/10.1027/2698-1866/a000013
Novita, S., Lockl, K., & Gnambs, T. (2021). Reading comprehension of monolingual and bilingual children in primary school: The role of linguistic abilities and phonological processing skills. European Journal of Psychology of Education, 37(4), 993–1013. https://doi.org/10.1007/s10212-021-00587-5
Palma, S., Gnambs, T., Crevenna, R., & Jordakieva, G. (2021). Airborne human papillomavirus (HPV) transmission risk during ablation procedures: A systematic review and meta-analysis. Environmental Research, 192, Article 110437. https://doi.org/10.1016/j.envres.2020.110437
Rohm, T., Carstensen, C. H., Fischer, L., & Gnambs, T. (2021). Disentangling interviewer and area effects in large-scale educational assessments using cross-classified multilevel item response models. Journal of Survey Statistics and Methodology, 9(4), 722–744. https://doi.org/10.1093/jssam/smaa015
Rohm, T., Carstensen, C. H., Fischer, L., & Gnambs, T. (2021). The achievement gap in reading competence: The effect of measurement non-invariance across school types. Large-scale Assessments in Education, 9, Article 23. https://doi.org/10.1186/s40536-021-00116-2
Schweinsberg, M., Feldman, M., Staub, N., van den Akker, O. R., Aert, R. C. M. v., van Assen, M. A. L. M., Liu, Y., Althoff, T., Heer, J., Kale, A., Mohamed, Z., Amireh, H., Parsad, V., Bernstein, A., Robinson, E., Snellman, K., Sommer, A., Otner, S., Robinson, D., . . . Uhlmann, E. L. (2021). Same data, different conclusions: Radical dispersion in empirical results when independent analysts operationalize and test the same hypothesis. Organizational Behavior and Human Decision Processes, 165, 228-249. https://doi.org/10.1016/j.obhdp.2021.02.003
Wedderhoff, N., Gnambs, T., Wedderhoff, O., Burgard, T., & Bošnjak, M. (2021). On the structure of affect: A meta-analytic investigation of the dimensionality and the cross-national applicability of the positive and negative affect schedule (PANAS). Journal of Psychology, 229(1), 24-37. https://doi.org/10.1027/2151-2604/a000434
Zinn, S., Landrock, U., & Gnambs, T. (2021). Web-based and mixed-mode cognitive large-scale assessments in higher education: An evaluation of selection bias, measurement bias, and prediction bias. Behavior Research Methods, 53, 1202-1217. https://doi.org/10.3758/s13428-020-01480-7

2020

Appel, M., Marker, C., & Gnambs, T. (2020). Are social media ruining our lives? A review of meta-analytic evidence. Review of General Psychology, 24(1), 60–74. https://doi.org/10.1177/1089268019880891
Gnambs, T. (2020). Limited evidence for the effect of red color on cognitive performance: A meta-analysis. Psychonomic Bulletin & Review, 27(6), 1374-1382. https://doi.org/10.3758/s13423-020-01772-1
Gnambs, T., & Batinic, B. (2020). Qualitative Methoden der psychologischen Online-Forschung. In G. Mey, & K. Mruck (Hrsg.), Handbuch Qualitative Forschung in der Psychologie: Band 1: Ansätze und Anwendungsfelder (2. Aufl., 1, S. 97–112). Springer VS. https://doi.org/10.1007/978-3-658-26887-9_24
Gnambs, T., & Schroeders, U. (2020). Cognitive abilities explain wording effects in the Rosenberg Self-Esteem Scale. Assessment, 27(2), 404-418. https://doi.org/10.1177/1073191117746503
Gnambs, T., Kovacs, C., & Stiglbauer, B. (2020). Processing the word red and intellectual performance: Four replication attempts. Collabra: Psychology, 6(1), Article 3. https://doi.org/10.1525/collabra.277
Gnambs, T., Stasielowicz, L., Wolter, I., & Appel, M. (2020). Do computer games jeopardize educational outcomes: A prospective study on gaming times and academic achievement. Psychology of Popular Media Culture, 9(1), 69-82. https://doi.org/10.1037/ppm0000204
Heyne, N., Artelt, C., Gnambs, T., Gehrer, K., & Schoor, C. (2020). Instructed highlighting of text passages – Indicator of reading or strategic performance? Lingua, 236, Article 102803. https://doi.org/10.1016/j.lingua.2020.102803
Landy, J. F., Jia, M., Ding, I. L., Gnambs, T., & Uhlman, E. L. (2020). Crowdsourcing hypothesis tests: Making transparent how design choices shape research results. Psychological Bulletin, 146(5), 451-479. https://doi.org/10.1037/bul0000220
Schroeders, U., & Gnambs, T. (2020). Degrees of freedom in multigroup confirmatory factor analyses: Are models of measurement invariance testing correctly specified? European Journal of Psychological Assessment, 36(1), 105-113. https://doi.org/10.1027/1015-5759/a000500
Steger, D., Schroeders, U., & Gnambs, T. (2020). A meta-analysis of test scores in proctored and unproctored ability assessments. European Journal of Psychological Assessment, 36(1), 174-184. https://doi.org/10.1027/1015-5759/a000494
Thums, K., Gnambs, T., & Wolter, I. (2020). The impact of gender-stereotypical text contents on reading competence in women and men. Zeitschrift für Erziehungswissenschaft, 23, 1283-1301. https://doi.org/10.1007/s11618-020-00980-8

2019

Appel, M., & Gnambs, T. (2019). Shyness and social media use: A meta-analytic summary of moderating and mediating effects. Computers in Human Behavior, 98, 294–301. https://doi.org/10.1016/j.chb.2019.04.018
Fischer, L., Gnambs, T., Rohm, T., & Carstensen, C. H. (2019). Longitudinal linking of Rasch-model-scaled competence tests in large-scale assessments: A comparison and evaluation of different linking methods and anchoring designs based on two tests on mathematical competence administered in grades 5 and 7. Psychological Test and Assessment Modeling, 61(1), 37-64.
Gnambs, T. (2019). Attitudes towards emergent autonomous robots in Austria and Germany. e&i Elektrotechnik und Informationstechnik, 136(7), 296-300. https://doi.org/10.1007/s00502-019-00742-3
Gnambs, T. (2019). Opinion leadership types or continuous opinion leadership traits? International Journal of Psychology, 54(1), 88-92. https://doi.org/10.1002/ijop.12442
Gnambs, T., & Appel, M. (2019). Are robots becoming unpopular? Changes in attitudes towards autonomous robotic systems in Europe. Computers in Human Behavior, 93, 53-61. https://doi.org/10.1016/j.chb.2018.11.045
Gnambs, T., & Nusser, L. (2019). The longitudinal measurement of reasoning abilities in students with special educational needs. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00232
Gnambs, T., & Stiglbauer, B. (2019). No personality change following unemployment: A registered replication of Boyce, Wood, Daly, and Sedikides (2015). Journal of Research in Personality, 81, 195-206. https://doi.org/10.1016/j.jrp.2019.06.009
Kovacs, C., Batinic, B., Stiglbauer, B., & Gnambs, T. (2019). Development of a shortened version of the Latent and Manifest Benefits of Work (LAMB) scale. European Journal of Psychological Assessment, 35(5), 685-697. https://doi.org/10.1027/1015-5759/a000434
Kröhne, U., Gnambs, T., & Goldhammer, F. (2019). Disentangling setting and mode effects for online competence assessment. In H.-P. Blossfeld, & H.-G. Roßbach (Hrsg.), Education as a lifelong process (3. Aufl., S. 171-193). Springer VS. http://doi-org-443.webvpn.fjmu.edu.cn/10.1007/978-3-658-23162-0_10
Scharl, A., & Gnambs, T. (2019). Longitudinal item response modeling and posterior predictive checking in R and Stan. The Quantitative Methods for Psychology, 15(2), 75-95. https://doi.org/10.20982/tqmp.15.2.p075
Vlasak, T., Jordakieva, G., Gnambs, T., Augner, C., Crevenna, R., Winker, R., & Barth, A. (2019). Blood lead levels and cognitive functioning: A meta-analysis. Science of the Total Environment, 668, 678-684. https://doi.org/10.1016/j.scitotenv.2019.03.052

2018

Appel, M., Schreiner, C., Weber, S., Mara, M., & Gnambs, T. (2018). Intensity of Facebook use is associated with lower self concept clarity: Cross-sectional and longitudinal evidence. Journal of Media Psychology, 30(3), 160–172. https://doi.org/10.1027/1864-1105/a000192
Gnambs, T., & Appel, M. (2018). Narcissism and social networking behavior: A meta-analysis. Journal of Personality, 86(2), 200–212. https://doi.org/10.1111/jopy.12305
Gnambs, T., & Staufenbiel, T. (2018). The structure of the General Health Questionnaire (GHQ-12): Two meta-analytic factor analyses. Health Psychology Review, 12(2), 179–194. https://doi.org/10.1080/17437199.2018.1426484
Gnambs, T., Scharl, A., & Schroeders, U. (2018). The structure of the Rosenberg Self-Esteem Scale: A cross-cultural meta-analysis. Zeitschrift für Psychologie, 226(1), 14–29. https://doi.org/10.1027/2151-2604/a000317
Klein, R. A., Vianello, M., Hasselman, F., Adams, B. G., Adams, R. B., Alper, S., Aveyard, M., Axt, J. R., Babalola, M. T., Batra, R., Berkics, M., Bernstein, M. J., Berry, D. R., Bialobrzeska, O., Binan, E. D., Bocian, K., Brandt, M. J., Busching, R., Rédei, A. C., . . . Zhijia, Z. (2018). Many Labs 2: Investigating variation in replicability across sample and setting. Advances in Methods and Practices in Psychological Science, 1(4), 443–490. https://doi.org/10.1177/2515245918810225
Kovacs, C., Stiglbauer, B., Batinic, B., & Gnambs, T. (2018). Exploring different forms of job (dis)satisfaction and their relationship with well-being, motivation and performance. Applied Psychology: An International Review, 67(3), 523–556. https://doi.org/10.1111/apps.12128
Marker, C., Gnambs, T., & Appel, M. (2018). Active on Facebook and failing at school? Meta-analytic findings on the relationship between online social networking activities and academic achievement. Educational Psychology Review, 30(3), 651–677. https://doi.org/10.1007/s10648-017-9430-6
Zinn, S., & Gnambs, T. (2018). Modeling competence development in the presence of selection bias. Behavior Research Methods, 50(6), 2426–2441. https://doi.org/10.3758/s13428-018-1021-z

2017

Gnambs, T. (2017). Human capital and reemployment success: The role of cognitive abilities and personality. Journal of Intelligence, 5(1), 9. https://doi.org/10.3390/jintelligence5010009
Gnambs, T., & Appel, M. (2017). Is computer gaming associated with cognitive abilities? A population study among German adolescents. Intelligence, 61, 19-28. https://doi.org/10.1016/j.intell.2016.12.004
Gnambs, T., & Batinic, B. (2017). Qualitative Methoden in der psychologischen Online-Forschung. In G. Mey, & K. Mruck (Hrsg.), Handbuch Qualitative Forschung in der Psychologie (S. 320-332). Springer VS. https://doi.org/10.1007/978-3-658-18387-5_24-1
Gnambs, T., & Buntins, K. (2017). The measurement of variability and change in life satisfaction: A comparison of single-item and multi-item instruments. European Journal of Psychological Assessment, 33(4), 224-238. https://doi.org/10.1027/1015-5759/a000414
Gnambs, T., & Kaspar, K. (2017). Socially desirable responding in web-based questionnaires: A meta-analytic review of the candor hypothesis. Assessment, 24(6), 746-762. https://doi.org/10.1177/1073191115624547
Holtz, P., & Gnambs, T. (2017). The improvement of student teachers' instructional quality during a 15-week field experience: A latent multimethod change analysis. Higher Education, 74(4), 669-685. https://doi.org/10.1007/s10734-016-0071-3

2016

Batinic, B., Appel, M., & Gnambs, T. (2016). Examining individual differences in interpersonal influence: on the psychometric properties of the Generalized Opinion Leadership Scale (GOLS). Journal of Psychology Interdisciplinary and Applied, 150(1), 88-101. https://doi.org/10.1080/00223980.2015.1009415
Gnambs, T. (2016). Sociodemographic effects on the test-retest reliability of the Big Five Inventory. European Journal of Psychological Assessment, 32(4), 307-311. https://doi.org/10.1027/1015-5759/a000259
Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691-1705. https://doi.org/10.1080/01443410.2015.1113236
Gnambs, T., & Staufenbiel, T. (2016). Parameter accuracy in meta-analyses of factor structures. Research Synthesis Methods, 7(2), 168-186. https://doi.org/10.1002/jrsm.1190
Kaspar, K., Buß, L. V., Rogner, J., & Gnambs, T. (2016). Engagement in one-night stands in Germany and Spain: Does personality matter? Personality and Individual Differences, 92, 74-79. https://doi.org/10.1016/j.paid.2015.12.013

Ausgewählte Präsentationen und Vorträge

2026

Bergrab, M., Gnambs, T., & Aßmann, C. (10. September 2026). Participation and Selectivity in a Randomised Mixed-Mode Panel Design: Evidence from NEPS Starting Cohort 4 [Vortrag]. Statistische Woche 2026, Essen, Deutschland. https://statistische-woche.de/

2025

Bergrab, M., Aßmann, C., & Gnambs, T. (10. Oktober 2025). Modus-Experiment in der SC4 Welle 17 [Vortrag]. Kolloquium zur B160, Bamberg, Deutschland.