Univ.-Prof. Dr. Franzis Preckel - Publikationen

Aerts, Evelien; Lavrijsen, Jeroen; Preckel, Franzis et al.
A Theoretical Framework for the Development of Need for Cognition in Childhood and Adolescence
Journal of Intelligence. Bd. 12. H. 10. MDPI AG 2024 S. 99

Breit, Moritz; Brunner, Martin; Fischbach, Antoine et al.
Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level.
Journal of Educational Psychology. American Psychological Association (APA) 2024

Lavrijsen, Jeroen; Aerts, Evelien; Preckel, Franzis et al.
Becoming a “Hungry Mind”: Stability and Change in Need for Cognition across Adolescence
Journal of Intelligence. Bd. 12. H. 10. MDPI AG 2024 S. 103

Urban, Julian; Scherrer, Vsevolod; Strobel, Anja et al.
Continuous Norming Approaches: A Systematic Review and Real Data Example
Assessment. SAGE Publications 2024

Scherrer, Vsevolod; Breit, Moritz; Preckel, Franzis
Crystallized Intelligence, Fluid Intelligence, and Need for Cognition: Their Longitudinal Relations in Adolescence
Journal of Intelligence. Bd. 12. H. 11. MDPI AG 2024 S. 104

Mack, Elena; Scherrer, Vsevolod; Preckel, Franzis
How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability
Child Development. Bd. 96. H. 1. Wiley 2024 S. 122 - 140

Breit, Moritz; Scherrer, Vsevolod; Preckel, Franzis
How useful are specific cognitive ability scores? An investigation of their stability and incremental validity beyond general intelligence
Intelligence. Bd. 103. Elsevier BV 2024 S. 101816

Urban, Julian; Scherrer, Vsevolod; Strobel, Anja et al.
Normierung von Tests und Fragebögen
Diagnostica. Bd. 70. H. 4. Hogrefe Publishing Group 2024 S. 187 - 197

Strobel, Anja; Strobel, Alexander; Preckel, Franzis et al.
On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition
AERA Open. Bd. 10. SAGE Publications 2024

Gnas, Jessica; Urban, Julian; Feuchter, Markus Daniel et al.
Socio-emotional experiences of primary school students: Relations to teachers’ underestimation, overestimation, or accurate judgment of their cognitive ability
Social Psychology of Education. Bd. 27. H. 5. Springer Science and Business Media LLC 2024 S. 2417 - 2454

Scherrer, Vsevolod; Jalynskij, Maria; Elliot, Andrew J. et al.
Stability and change in academic achievement goals: A meta-analysis of longitudinal studies.
Journal of Educational Psychology. Bd. 116. H. 4. American Psychological Association (APA) 2024 S. 629 - 655

Matthes, Julia; Schneider, Michael; Preckel, Franzis
The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.
Journal of Educational Psychology. Bd. 116. H. 2. American Psychological Association (APA) 2024 S. 278 - 296

Breit, Moritz; Scherrer, Vsevolod; Tucker-Drob, Elliot M. et al.
The stability of cognitive abilities: A meta-analytic review of longitudinal studies.
Psychological Bulletin. Bd. 150. H. 4. American Psychological Association (APA) 2024 S. 399 - 439

Keller, Lena; Lüdtke, Oliver; Preckel, Franzis et al.
Educational Inequalities at the Intersection of Multiple Social Categories: A﻿n Introduction and Systematic Review of the Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy (MAIHDA) Approach
Educational Psychology Review. Bd. 35. H. 1. Springer Science and Business Media LLC 2023

Feuchter, Markus D.; Preckel, Franzis
Gender differences in academic boredom and its development in secondary school
Learning and Individual Differences. Bd. 108. Elsevier BV 2023 S. 102379

Lavrijsen, Jeroen; Preckel, Franzis; Verschueren, Karine
Seeking, mastering, and enjoying cognitive effort: Scrutinizing the role of need for cognition in academic achievement
Learning and Individual Differences. Bd. 107. Elsevier BV 2023 S. 102363

Breit, Moritz; Scherrer, Vsevolod; Blickle, Joshua et al.
Students’ intelligence test results after six and sixteen months of irregular schooling due to the COVID-19 pandemic
PLOS ONE. Bd. 18. H. 3. Public Library of Science (PLoS) 2023 S. 1 - 15

Mack, Elena; Gnas, Jessica; Vock, Miriam et al.
The Domain-Specificity of Elementary School Teachers’ Judgment Accuracy
Contemporary Educational Psychology. Bd. 72. Elsevier BV 2023 S. 102142

Colling, Jonne; Wollschläger, Rachel; Keller, Ulrich et al.
The relation between Self-Control, Need for Cognition and Action Orientation in secondary school students: A conceptual replication study
PLOS ONE. Bd. 18. H. 6. Public Library of Science (PLoS) 2023 S. e0286714

Breit, Moritz; Preuß, Julian; Scherrer, Vsevolod et al.
Why the use of segmented regression analysis to explore change in relations between variables is problematic: A simulation study.
Psychological Methods. Bd. 15. American Psychological Association (APA) 2023 S. 1 - 15

Stricker, Johannes; Schneider, Michael; Preckel, Franzis
Concurrent and predictive relations of multidimensional perfectionism with test anxiety in secondary school students
Anxiety, Stress, &amp; Coping. Bd. 0. Informa UK Limited 2022 S. 1 - 10

Passarotto, Edoardo; Preckel, Franzis; Schneider, Michael et al.
Deliberate practice in music: Development and psychometric validation of a standardized measurement instrument
Psychology of Music. Bd. 50. H. 5. SAGE Publications 2022 S. 1637 - 1655

Scherrer, Vsevolod; Hank, Petra; Preckel, Franzis
Development of adolescents’ self-esteem and general academic self-concept: perceived classroom climate makes a difference
European Journal of Personality. Bd. 23. SAGE Publications 2022 S. 1 - 15

Breit, Moritz; Brunner, Martin; Molenaar, Dylan et al.
Differentiation hypotheses of intelligence: A systematic review of the empirical evidence and an agenda for future research.
Psychological Bulletin. Bd. 148. H. 7-8. American Psychological Association (APA) 2022 S. 518 - 554

Brunner, Martin; Keller, Lena; Stallasch, Sophie E. et al.
Meta‐analyzing individual participant data from studies with complex survey designs: A tutorial on using the two‐stage approach for data from educational large‐scale assessments
Research Synthesis Methods. Bd. 14. H. 1. Wiley 2022 S. 5 - 35

Colling, Joanne; Wollschläger, Rachel; Keller, Ulrich et al.
Need for Cognition and its relation to academic achievement in different learning environments
Learning and Individual Differences. Bd. 93. Elsevier BV 2022 S. 102110

Breit, Moritz; Preuß, Julian; Scherrer, Vsevolod et al.
Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students
Gifted Child Quarterly. Bd. 0. SAGE Publications 2022 S. 1 - 15

Gnas, Jessica; Mack, Elena; Matthes, Julia et al.
Sozio-emotionales Erleben von Schule bei Grundschülerinnen und -schülern: Zusammenhänge mit intellektueller Begabung und Schulleistung
Zeitschrift für Erziehungswissenschaft. Bd. 25. H. 5. Springer Science and Business Media LLC 2022 S. 1095 - 1123

Breit, Moritz; Scherrer, Vsevolod; Preckel, Franzis
Temporal stability and change in manifest intelligence scores: Four complementary analytic approaches
MethodsX. Bd. 9. Elsevier BV 2022 S. 101613

Hank, Petra; Baltes-Götz, Bernhard; Preckel, Franzis
Welche Klimadimensionen misst der Linzer Fragebogen zum Schul- und Klassenklima für die           4. – 8. Klasse (LFSK 4 – 8; Eder, 2000)?
Diagnostica. Bd. 68. H. 1. Hogrefe Publishing Group 2022 S. 28 - 38

Gnas, Jessica; Mack, Elena; Preckel, Franzis
When classmates influence teacher judgment accuracy of students’ cognitive ability: Studying frame-of-reference effects in primary school
Contemporary Educational Psychology. Bd. 69. Elsevier BV 2022 S. 102070

Krischler, Mireille; Mack, Elena; Gnas, Jessica et al.
A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM
Gifted and Talented International. Bd. 0. Informa UK Limited 2021 S. 1 - 13

Breit, Moritz; Brunner, Martin; Preckel, Franzis
Age and ability differentiation in children: A review and empirical investigation.
Developmental Psychology. Bd. 57. H. 3. American Psychological Association (APA) 2021 S. 325 - 346

Lavrijsen, Jeroen; Preckel, Franzis; Verachtert, Pieter et al.
Are motivational benefits of adequately challenging schoolwork related to students' need for cognition, cognitive ability, or both?
Personality and Individual Differences. Bd. 171. Elsevier BV 2021 S. 110558

Scherrer, Vsevolod; Preckel, Franzis
Circadian preference and academic achievement in school-aged students: a systematic review and a longitudinal investigation of reciprocal relations
Chronobiology International. Bd. 38. H. 8. Informa UK Limited 2021 S. 1195 - 1214

Ujma, Péter P.; Scherrer, Vsevolod
Circadian preference and intelligence – an updated meta-analysis
Chronobiology International. Bd. 38. H. 8. Informa UK Limited 2021 S. 1215 - 1229

Preckel, Franzis
Das TAD Framework. Ein Rahmenmodell zur Beschreibung von Begabung und Leistung unter einer Talententwicklungsperspektive
Müller-Oppliger, V. & Weigand, G. (Hrsg). Handbuch Begabung. Weinheim: Beltz 2021 S. 274 - 289

Stricker, Johannes; Preckel, Franzis
Global Self-Esteem Differentially Predicts Multidimensional Perfectionism in Early Adolescents Two Years Later
The Journal of Early Adolescence. Bd. 42. H. 2. SAGE Publications 2021 S. 149 - 171

Preckel, Franzis; Vock, Miriam
Hochbegabung. Ein Lehrbuch zu Grundlagen, Diagnose und Fördermöglichkeiten
2., vollständig überarbeitete Auflage. Aufl. Göttingen: Hogrefe 2021

Feuchter, Markus D.; Preckel, Franzis
Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping.
Journal of Educational Psychology (Advance online publication). Bd. 0. American Psychological Association (APA) 2021 S. 1

Mack, Elena; Breit, Moritz; Krischler, Mireille et al.
Talent development in natural science in elementary school: A juxtaposition of research and practice
Teaching and Teacher Education. Bd. 104. Elsevier BV 2021 S. 103366

Weyns, Tessa; Preckel, Franzis; Verschueren, Karine
Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions: An experimental study
Teaching and Teacher Education. Bd. 97. Elsevier BV 2021 S. 103215

Breit, Moritz; Scherrer, Vsevolod; Preckel, Franzis
Temporal stability of specific ability scores and intelligence profiles in high ability students
Intelligence. Bd. 86. Elsevier BV 2021 S. 101538

Keller, Lena; Preckel, Franzis; Eccles, Jacquelynne S. et al.
Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation.
Journal of Educational Psychology (Advance online publication). Bd. 0. American Psychological Association (APA) 2021 S. 1

Peiffer, Henrike; Ellwart, Thomas; Preckel, Franzis
Ability self-concept and self-efficacy in higher education: An empirical differentiation based on their factorial structure
PLOS ONE. Bd. 15. H. 7. Public Library of Science (PLoS) 2020 e0234604

Scherrer, Vsevolod; Preckel, Franzis; Schmidt, Isabelle et al.
Development of achievement goals and their relation to academic interest and achievement in adolescence: A review of the literature and two longitudinal studies.
Elliot, Andrew J. Bd. 56. H. 4. US: American Psychological Association 2020 S. 795 - 814

Breit, Moritz; Brunner, Martin; Preckel, Franzis
General intelligence and specific cognitive abilities in adolescence: Tests of age differentiation, ability differentiation, and their interaction in two large samples.
Preckel, Franzis. Bd. 56. H. 2. US: American Psychological Association 2020 S. 364 - 384

Breit, Moritz; Preckel, Franzis
Incremental validity of specific cognitive abilities beyond general intelligence for the explanation of students’ school achievement.
Gifted and Talented International. Bd. 0. 2020 S. 1 - 13

Preckel, Franzis; Breit, Moritz; Mack, Elena et al.
Konzeption des LemaS-Projekts im Rahmen der Bund-Länder-Initiative
Weigand G., Fischer C., Käpnick F., Perleth F., Preckel F., Vock M., Wollersheim H.-W. (Hrsg). Leistung macht Schule. Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler. Weinheim: Beltz 2020 S. 31 - 42

Weigand, Gabriele; Fischer, Christian; Käpnick, Friedhelm et al.
Leistung macht Schule. Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler
Weinheim: Beltz 2020

Krischler, Mireille; Breit, Moritz; Mack, Elena et al.
LUPE – Leistung unterstützen, Potenziale entdecken. Ein Projekt zur materialgestützten Förderung diagnostischer Fähigkeiten von Grundschullehrpersonen im Mathematik- und Sachunterricht
Weigand G., Fischer C., Käpnick F., Perleth F., Preckel F., Vock M., Wollersheim H.-W. (Hrsg). Leistung macht Schule. Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler. Weinheim: Beltz 2020 S. 203 - 212

Keller, Lena; Preckel, Franzis; Brunner, Martin
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries.
Brunner, Martin. US: American Psychological Association 2020 S. No Pagination Specified

Preckel, Franzis; Golle, Jessika; Grabner, Roland et al.
Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research
Perspectives on Psychological Science. Bd. 15. H. 3. SAGE Publications 2020 S. 691 - 722

Müllensiefen, Daniel; Kozbelt, Aaron; Olszewski-Kubilius, Paula et al.
Talent Development in Music
Mc Pherson, Gary E. (Hrsg). Oxford Handbook of Music Performance. Section 1. Aufl. Oxford: Oxford University Press 2020 S. 1 (Chapter 4)

Arens, A. Katrin; Jansen, Malte; Preckel, Franzis et al.
The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models
Review of Educational Research. Bd. 91. H. 1. American Educational Research Association (AERA) 2020 S. 34 - 72

Jessica, Gnas; Daniel, Müllensiefen; Franzis, Preckel
Was denken Musikschullehrkräfte über musikalisch hochbegabte Schülerinnen und Schüler? Eine experimentelle Untersuchung.
Beiträge Empirischer Musikpädagogik. Bd. 11. 2020 S. 1 - 33

Vock, Miriam; Weigand, Gabriele; Preckel, Franzis et al.
Wissenschaftlicher Hintergrund des Lemas-Projekts. Forschungsstand zur Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler
Weigand G., Fischer C., Käpnick F., Perleth F., Preckel F., Vock M., Wollersheim H.-W. (Hrsg). Leistung macht Schule. Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler. Weinheim: Beltz 2020 S. 23 - 30

Keller, Ulrich; Strobel, Anja; Wollschläger, Rachel et al.
A Need for Cognition Scale for Children and 					Adolescents
European Journal of Psychological Assessment. Bd. ohne. Hogrefe Publishing Group 2019 S. 1 - 13

Svenja, Matheis; Hendrik, Eulberg; Marie-Luise, Hagelauer et al.
Akzeptanz, Erwartungen, Vorurteile – Vorstellungen von Lehrkräften zu Hochbegabten
Deutsche Gesellschaft für das hochbegabte Kind (Hrsg). Gesichter von Hochbegabung. Die Vielfalt von Begabungen und Talenten. Frankfurt am Main: Info3 Verlag 2019 S. 47 - 73

Preckel, Franzis; Fischbach, Antoine; Scherrer, Vsevolod et al.
Circadian preference as a typology: Latent-class analysis of adolescents' morningness/eveningness, relation with sleep behavior, and with academic outcomes
Learning and Individual Differences. Bd. 00. Elsevier BV 2019 S. 1 - 2

Matheis, Svenja; Keller, Lena K.; Kronborg, Leonie et al.
Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia
Asia-Pacific Journal of Teacher Education. Bd. 0. Informa UK Limited 2019 S. 1 - 20

Stricker, Johannes; Buecker, Susanne; Schneider, Michael et al.
Intellectual Giftedness and Multidimensional Perfectionism: a Meta-Analytic Review
Educational Psychology Review. Bd. Online First. Springer Science and Business Media LLC 2019 S. 1

Arens, A. Katrin; Schmidt, Isabelle; Preckel, Franzis
Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains.
Journal of Educational Psychology. Bd. 111. H. 4. American Psychological Association (APA) 2019 S. 663 - 684

Stricker, Johannes; Buecker, Susanne; Schneider, Michael et al.
Multidimensional Perfectionism and the Big Five Personality Traits: A Meta‐analysis
European Journal of Personality. Bd. 33. H. 2. Wiley 2019 S. 176 - 196

Wirthwein, Linda; Bergold, Sebastian; Preckel, Franzis et al.
Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents' assessments
Learning and Individual Differences. Bd. 73. Elsevier BV 2019 S. 16 - 29

Stricker, Johannes; Schneider, Michael; Preckel, Franzis
School satisfaction differentially predicts multidimensional perfectionism one year later
Personality and Individual Differences. Bd. 143. Elsevier BV 2019 S. 30 - 35

Moritz, Breit; Martin, Brunner; Preckel, Franzis
Spearman’s Law of Diminishing Returns and its implications for theories of general intelligence and intelligence testing
Mc Farland, J. (Hrsg). General and specific mental abilities. Newcastle, UK: Cambridge Scholars Publishing 2019 S. 340 - 358

Hank, Petra; Baltes-Götz, Bernhard
The stability of self-esteem variability: A real-time assessment
Journal of Research in Personality. Bd. 79. Elsevier BV 2019 S. 143 - 150

Scherrer, Vsevolod; Preckel, Franzis
Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies
Review of Educational Research. Bd. 89. H. 2. American Educational Research Association (AERA) 2018 S. 211 - 258

Wolff, Fabian; Helm, Friederike; Preckel, Franzis et al.
Dimensionale Vergleiche im Studium? Ein generalisiertes I/E-Modell zur                Ausbildung fachbezogener Selbstkonzepte im Studium der Psychologie
Zeitschrift für pädagogische Psychologie. Bd. 32. H. 4. Göttingen: Hogrefe 2018 S. 207 - 220

Preckel, Franzis; Eva, Stumpf; Wolfgang, Schneider
Hochbegabung und außergewöhnliche Leistung. Entwicklungspsychologische Aspekte
Schneider, W. und Lindenberger, U. (Hrsg). Entwicklungspsychologie. 8. überarbeitete Auflage. Aufl. Weinheim: Beltz 2018 S. 681 - 695

Peiffer, Henrike; Preckel, Franzis; Ellwart, Thomas
Selbstwirksamkeitserwartung von Studierenden
Diagnostica. Bd. 64. H. 3. Hogrefe Publishing Group 2018 S. 133 - 144

Arens, A. Katrin; Preckel, Franzis
Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value
Contemporary Educational Psychology. Bd. 54. Elsevier BV 2018 S. 199 - 211

Rudolph, Julia; Greiff, Samuel; Strobel, Anja et al.
Understanding the link between need for cognition and complex problem solving
Contemporary Educational Psychology. Bd. 55. Elsevier BV 2018 S. 53 - 62

Preckel, Franzis; Schmidt, Isabelle; Stumpf, Eva et al.
A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted
GIFTED CHILD QUARTERLY. Bd. 61. H. 2. 2017 S. 103 - 116

Gogol, Katarzyna; Brunner, Martin; Martin, Romain et al.
Affect and motivation within and between school subjects: Development and validation of an integrative structural model of academic self-concept, interest, and anxiety
Contemporary Educational Psychology. Bd. 49. Elsevier BV 2017 S. 46 - 65

Vock, Miriam; Gronostaj, Anna; Preckel, Franzis
Begabungsdiagnostik und -forschung mit dem Berliner Intelligenzstrukturtest für Jugendliche (BIS-HB)
Trautwein, U. & Hasselhorn, M. (Hrsg). Begabung und Talente. Göttingen: Hogrefe 2017 S. 49 - 64

Keller, Ulrich; Strobel, Anja; Martin, Romain et al.
Domain-Specificity of Need for Cognition Among High School 					Students
European Journal of Psychological Assessment. Bd. 35. H. 5. Hogrefe Publishing Group 2017 S. 607 - 616

Schmidt, Isabelle; Brunner, Martin; Preckel, Franzis
Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples
British Journal of Educational Psychology. Bd. 88. H. 4. Wiley 2017 S. 513 - 528

Stumpf, Eva; Preckel, Franzis; Schneider, Wolfgang
Förderung in Gymnasialen Begabtenklassen
Trautwein, U. & Hasselhorn, M. (Hrsg). Begabung und Talente. Göttingen: Hogrefe 2017 S. 159 - 176

Preckel, Franzis; Schmidt, Isabelle; Stumpf, Eva et al.
High-Ability Grouping: Benefits for Gifted Students’ Achievement Development Without Costs in Academic Self-Concept
Child Development. Bd. 90. H. 4. Wiley 2017 S. 1185 - 1201

Lipnevich, Anastasiya A.; Credè, Marcus; Hahn, Elisabeth et al.
How distinctive are morningness and eveningness from the Big Five factors of personality? A meta-analytic investigation.
Journal of Personality and Social Psychology. Bd. 112. H. 3. 2017 S. 491 - 509

Boehme, Katharina Luisa; Goetz, Thomas; Preckel, Franzis
Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on control-value theory
Contemporary Educational Psychology. Bd. 51. Elsevier BV 2017 S. 11 - 21

Luong, Cäcilia; Strobel, Anja; Wollschläger, Rachel et al.
Need for cognition in children and adolescents: Behavioral correlates and relations to academic achievement and potential
Learning and Individual Differences. Bd. 53. Elsevier BV 2017 S. 103 - 113

Preckel, Franzis; Brunner, Martin
Nomological Nets
Zeigler-Hill V. & Shackelford T. (Hrsg). Encyclopedia of Personality and Individual Differences. New York: Springer International Publishing 2017 S. 1 - 4

Schmidt, Isabelle; Brunner, Martin; Keller, Lena et al.
Profile formation of academic self-concept in elementary school students in grades 1 to 4
PLOS ONE. Bd. 12. H. 5. 2017

Preckel, Franzis; Rach, Hannah; Scherrer, Vsevolod
Self-concept changes in multiple self-concept domains of gifted students participating in a summer residential school
Gifted and Talented International. Bd. 0. Informa UK Limited 2017 S. 1 - 14

Geiser, Christian; Götz, Thomas; Preckel, Franzis et al.
States and Traits
European Journal of Psychological Assessment. Bd. 33. H. 4. Hogrefe Publishing Group 2017 S. 219 - 223

Vogl, Katharina; Schmidt, Isabelle; Preckel, Franzis
The role of academic ability indicators in big-fish-little-pond effect research: A comparison study
The Journal of Educational Research. Bd. ohne. Informa UK Limited 2017 S. 1 - 10

Matheis, Svenja; Kronborg, Leonie; Schmitt, Manfred et al.
Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation
Gifted and Talented International. Bd. 32. H. 2. Informa UK Limited 2017 S. 134 - 160

Schneider, Michael; Preckel, Franzis
Variables associated with achievement in higher education: A systematic review of meta-analyses.
Psychological Bulletin. Bd. 143. H. 6. American Psychological Association (APA) 2017 S. 565 - 600

Herde, Christoph Nils; Stegt, Stephan; Preckel, Franzis
Auswahlverfahren für Masterstudiengänge aus Sicht von Bachelorstudierenden
Zeitschrift für Arbeits- und Organisationspsychologie A&O. Bd. 60. H. 3. 2016 S. 145 - 161

Herrmann, Julia; Schmidt, Isabelle; Kessels, Ursula et al.
Big fish in big ponds: Contrast and assimilation effects on math and verbal self-concepts of students in within-school gifted tracks
British Journal of Educational Psychology. Bd. 86. H. 2. Wiley-Blackwell 2016 S. 222 - 240

Gogol, Katarzyna; Brunner, Martin; Preckel, Franzis et al.
Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety
Frontiers in Psychology. Bd. 7. Frontiers Media SA 2016 S. 1 - 15

Preckel, Franzis; Krampen, Günter
Entwicklung und Schwerpunkte in der psychologischen Hochbegabungsforschung
Psychologische Rundschau. Bd. 67. H. 1. 2016 S. 1 - 14

Lipnevich, Anastasiya A.; Preckel, Franzis; Krumm, Stefan
Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality
Learning and Individual Differences. Bd. 47. 2016 S. 70 - 79

Baudson, Tanja Gabriele; Preckel, Franzis
mini-q: Intelligenzscreening in drei Minuten
Diagnostica. Bd. 62. H. 3. Hogrefe Publishing Group 2016 S. 182 - 197

Scherrer, Vsevolod; Roberts, Richard; Preckel, Franzis
Parents’ assessment of circadian preference in elementary school-aged children: Validity and relations to educational outcomes
Chronobiology International. Bd. 33. H. 9. 2016 S. 1188 - 1207

Becker, Nicolas; Schmitz, Florian; Falk, Anke et al.
Preventing Response Elimination Strategies Improves the Convergent Validity of Figural Matrices
Journal of Intelligence. Bd. 4. H. 1. MDPI AG 2016 S. 2

Lipnevich, Anastasiya A.; Preckel, Franzis; Roberts, Richard D.
Psychosocial constructs: Knowns, unknowns, and where do we go from here?
Lipnevich, A. A., Preckel F., & Roberts, R. D. (Hrsg). Psychosocial skills and school systems in the 21st century. Theory, research, and practice. New York: Springer 2016 S. 375 - 394 (The Springer Series on Human Exceptionality)

Wollschläger, Rachel; Preckel, Franzis
Sprachfreie Intelligenztests für Kinder und Jugendliche Darstellung und vergleichende Betrachtung von CFT 1–R, CFT 20–R, SPM, CPM, WMT-2, BOMAT – Standard
Sprache · Stimme · Gehör. Bd. 40. H. 01. Thieme Publishing Group 2016 S. 25 - 28

Baudson, Tanja Gabriele; Fischbach, Antoine; Preckel, Franzis
Teacher judgments as measures of children's cognitive ability: A multilevel analysis
Learning and Individual Differences. Bd. 52. Elsevier BV 2016 S. 148 - 156

Baudson, T. G.; Preckel, F.
Teachers Conceptions of Gifted and Average-Ability Students on Achievement-Relevant Dimensions
Gifted Child Quarterly. Bd. 60. H. 3. 2016 S. 212 - 225

Schmitz, Florian; Manske, Karsten; Preckel, Franzis et al.
The Multiple Faces of Risk-Taking
European Journal of Psychological Assessment. Bd. 32. H. 1. 2016 S. 17 - 38

Eberspach, Lars; Fenske, Georg; Groten, Sarah Christina et al.
Why Do Larks Perform Better At School Than Owls? The Mediating Effect Of Conscientiousness
International Online Journal of Educational Sciences. Bd. 8. H. 5. International Online Journal of Educational Sciences 2016 S. 4 - 16

Freund, Philipp Alexander; Jaensch, Vanessa Katharina; Preckel, Franzis
A Latent State-Trait Analysis of Current Achievement Motivation Across Different Tasks of Cognitive Ability
European Journal of Psychological Assessment. Bd. ohne. Hogrefe Publishing Group 2015 S. 1 - 10

Preckel, Franzis; Brunner, Martin
Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers?
Gifted and Talented International. Bd. 30. H. 1-2. Informa UK Limited 2015 S. 68 - 84

Becker, Nicolas; Preckel, Franzis; Karbach, Julia et al.
Die Matrizenkonstruktionsaufgabe
Diagnostica. Bd. 61. H. 1. Hogrefe Publishing Group 2015 S. 22 - 33

Preckel, F.; Baudson, T. G.; Krolak-Schwerdt, S. et al.
Gifted and Maladjusted? Implicit Attitudes and Automatic Associations Related to Gifted Children
American Educational Research Journal. Bd. 52. H. 6. American Educational Research Association (AERA) 2015 S. 1160 - 1184

Arnold, Dietrich; Preckel, Franzis
KLIKK - ein Training für Eltern hochbegabter Kinder: Entwicklung, Inhalte und Ergebnisse
Fischer, Ch., Fischer-Ontrup, Ch., Käpnick,F., Mönks F.-J. & Solzenbacher, V. (Hrsg). Giftedness Across the Lifespan – Begabungsförderung von der frühen Kindheit bis ins Alter: Forder- und Förderkonzepte aus der Forschung. Münster: Lit-Verlag 2015 S. 9 - 18

Pinxten, Maarten; Wouters, Sofie; Preckel, Franzis et al.
The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons
Contemporary Educational Psychology. Bd. 41. Elsevier BV 2015 S. 124 - 132

Gogol, Katarzyna; Brunner, Martin; Goetz, Thomas et al.
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
Contemporary Educational Psychology. Bd. 39. H. 3. Elsevier BV 2014 S. 188 - 205

Niepel, Christoph; Brunner, Martin; Preckel, Franzis
Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students
Contemporary Educational Psychology. Bd. 39. H. 4. Elsevier BV 2014 S. 301 - 313

Preckel, Franzis
Assessing Need for Cognition in Early Adolescence
European Journal of Psychological Assessment. Bd. 30. H. 1. Hogrefe Publishing Group 2014 S. 65 - 72

Baudson, Tanja Gabriele; Wollschläger, Rachel; Vock, Miriam et al.
Intellektuelle Hochbegabung
Lohaus, A. & Glüer, M. (Hrsg). Entwicklungsförderung im Kindesalter. Göttingen: Hogrefe 2014 S. 99 - 115

Meier, Elisabeth; Vogl, Katharina; Preckel, Franzis
Motivational characteristics of students in gifted classes: The pivotal role of need for cognition
Learning and Individual Differences. Bd. 33. Elsevier BV 2014 S. 39 - 46

Niepel, Christoph; Brunner, Martin; Preckel, Franzis
The longitudinal interplay of students’ academic self-concepts and achievements within and across domains: Replicating and extending the reciprocal internal/external frame of reference model.
Journal of Educational Psychology. Bd. 106. H. 4. American Psychological Association (APA) 2014 S. 1170 - 1191

Baudson, Tanja Gabriele; Preckel, Franzis
Development and Validation of the German Test for (Highly) Intelligent Kids – T(H)INK
European Journal of Psychological Assessment. Bd. 29. H. 3. Hogrefe Publishing Group 2013 S. 171 - 181

Fischbach, Antoine; Baudson, Tanja Gabriele; Preckel, Franzis et al.
Do teacher judgments of student intelligence predict life outcomes?
Learning and Individual Differences. Bd. 27. Elsevier BV 2013 S. 109 - 119

Vogl, K.; Preckel, F.
Full-Time Ability Grouping of Gifted Students: Impacts on Social Self-Concept and School-Related Attitudes
Gifted Child Quarterly. Bd. 58. H. 1. SAGE Publications 2013 S. 51 - 68

Brunner, Martin; Gogol, Katarzyna Marta; Sonnleitner, Philipp et al.
Gender differences in the mean level, variability, and profile shape of student achievement: Results from 41 countries
Intelligence. Bd. 41. H. 5. Elsevier BV 2013 S. 378 - 395

Baudson, Tanja Gabriele; Preckel, Franzis
Intelligence and creativity: Their relation with special attention to reasoning ability and divergent thinking. Implications for giftedness research and education
Kim, K. H., Kaufman, J. C., Baer, & Sriraman,  J. & B. (Hrsg). Creatively gifted students are not like other gifted students: Research, theory, and practice. Rotterdam: The Netherlands: Sense Publishers. 2013 S. 205 - 236

Fischbach, Antoine; Keller, Ulrich; Preckel, Franzis et al.
PISA proficiency scores predict educational outcomes
Learning and Individual Differences. Bd. 24. Elsevier BV 2013 S. 63 - 72

Bossert, Magdalena; Kaurin, Aleksandra; Preckel, Franzis et al.
Response-compatibility effects in children
European Journal of Developmental Psychology. Bd. 11. H. 1. Informa UK Limited 2013 S. 90 - 101

Preckel, Franzis; Niepel, Christoph; Schneider, Marian et al.
Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains
Journal of Adolescence. Bd. 36. H. 6. Elsevier BV 2013 S. 1165 - 1175

Schalke, Daniela; Brunner, Martin; Geiser, Christian et al.
Stability and change in intelligence from age 12 to age 52: Results from the Luxembourg MAGRIP study.
Developmental Psychology. Bd. 49. H. 8. American Psychological Association (APA) 2013 S. 1529 - 1543

Baudson, Tanja Gabriele; Preckel, Franzis
Teachers' implicit personality theories about the gifted: An experimental approach.
School Psychology Quarterly. Bd. 28. H. 1. American Psychological Association (APA) 2013 S. 37 - 46

Preckel, Franzis; Stumpf, Eva; Schneider, Wolfgang
Hochbegabung und außergewöhnliche Leistung. Entwicklungspsychologische Aspekte
Schneider, W. & Lindenberger, U. (Hrsg). Entwicklungspsychologie. Weinheim: Beltz 2012 S. 663 - 676

Preckel, Franzis; Lipnevich, Anastasiya A.; Boehme, Katharina et al.
Morningness-eveningness and educational outcomes: the lark has an advantage over the owl at high school
British Journal of Educational Psychology. Bd. 83. H. 1. Wiley-Blackwell 2012 S. 114 - 134

Rollett, Brigitte; Preckel, Franzis
TBS-TK Rezension
Psychologische Rundschau. Bd. 63. H. 2. Hogrefe Publishing Group 2012 S. 139 - 141

Schmidt-Atzert, Lothar; Kersting, Martin; Preckel, Franzis et al.
Zum Stand der Psychologischen Diagnostik
Psychologische Rundschau. Bd. 63. H. 3. Hogrefe Publishing Group 2012 S. 167 - 174

Preckel, Franzis; Lipnevich, Anastasiya A.; Schneider, Sandra et al.
Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation
Learning and Individual Differences. Bd. 21. H. 5. Elsevier BV 2011 S. 483 - 492

Preckel, Franzis
Intelligenzdiagnostik als Kernelement der psychologischen Hochbegabungsdiagnostik
Steenbuck, O., Quitmann, H., & Esse, P. (Hrsg). Inklusive Begabtenförderung in der Grundschule. Weinheim: Beltz 2011 S. 113 - 118

Vock, Miriam; Preckel, Franzis; Holling, Heinz
Mental abilities and school achievement: A test of a mediation hypothesis
Intelligence. Bd. 39. H. 5. Elsevier BV 2011 S. 357 - 369

Preckel, Franzis; Wermer, Christina; Spinath, Frank M.
The interrelationship between speeded and unspeeded divergent thinking and reasoning, and the role of mental speed
Intelligence. Bd. 39. H. 5. Elsevier BV 2011 S. 378 - 388

Preckel, Franzis.; Götz, Thomas.; Frenzel, Anne.
Ability grouping of gifted students: Effects on academic self-concept and boredom
British Journal of Educational Psychology. Bd. 80. H. 3. Wiley-Blackwell 2010 S. 451 - 472

Walther, Eva; Preckel, Franzis; Mecklenbräuker, Silvia
Befragung von Kindern und Jugendlichen : Grundlagen, Methoden und Anwendungsfelder
1. Aufl. Aufl. Göttingen: Hogrefe Verlag 2010 369 S.

Preckel, Franzis
Intelligenztests in der Hochbegabungsdiagnostik
Preckel, F., Schneider, W., & Holling, H. (Hrsg). Diagnostik von Hochbegabung. 8. Aufl. Göttingen: Hogrefe 2010 S. 19 - 43 (Tests und Trends)

Preckel, Franzis; Brüll, Matthias
The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept
Learning and Individual Differences. Bd. 20. H. 5. Elsevier BV 2010 S. 522 - 531

Preckel, Franzis; Eckelmann, Christina
Beratung bei (vermuteter) Hochbegabung: Was sind die Anlässe und wie hängen sie mit Geschlecht, Ausbildungsstufe und Hochbegabung zusammen?
Psychologie in Erziehung und Unterricht. Bd. 55. H. 1. 2008 S. 16 - 26

Goetz, Thomas; Preckel, Franzis; Zeidner, Moshe et al.
Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes
Anxiety, Stress & Coping. Bd. 21. H. 2. Informa UK Limited 2008 S. 185 - 198

Preckel, Franzis
Erkennen und Fördern hochbegabter Schülerinnen und Schüler
Schneider, W., & Petermann, F. (Hrsg). Angewandte Entwicklungspsychologie. Enzyklopädie der Psychologie. 7. Aufl. Göttingen: Hogrefe 2008 S. 449 - 495

Preckel, Franzis; Zeidner, Moshe; Goetz, Thomas et al.
Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes
Contemporary Educational Psychology. Bd. 33. H. 1. Elsevier BV 2008 S. 78 - 96

Preckel, F.; Goetz, T.; Pekrun, R. et al.
Gender Differences in Gifted and Average-Ability Students: Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics
Gifted Child Quarterly. Bd. 52. H. 2. SAGE Publications 2008 S. 146 - 159

Preckel, Franzis; Brüll, Matthias
Grouping the gifted and talented: Are gifted girls most likely to suffer the consequences?
Journal for the Education of the Gifted. Bd. 32. SAGE Publications 2008 S. 54 - 85

Freund, Philipp Alexander; Holling, Heinz; Preckel, Franzis
A Multivariate, Multilevel Analysis of the Relationship Between Cognitive Abilities and Scholastic Achievement
Journal of Individual Differences. Bd. 28. H. 4. Hogrefe Publishing Group 2007 S. 188 - 197

Goetz, Thomas; Preckel, Franzis; Pekrun, Reinhard et al.
Emotional experiences during test taking: Does cognitive ability make a difference?
Learning and Individual Differences. Bd. 17. H. 1. Elsevier BV 2007 S. 3 - 16

Preckel, Franzis; Holling, Heinz; Vock, Miriam
Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness
Psychology in the Schools. Bd. 43. H. 3. Wiley-Blackwell 2006 S. 401 - 411

Preckel, Franzis; Holling, Heinz
Die Rolle von Intelligenz und Begabung für Handlungskompetenz: am Beispiel beruflicher Hochbegabung
Bildung und Erziehung. Bd. 59. H. 2. Bohlau Verlag 2006 S. 167 - 178

Preckel, Franzis
Intelligenzdiagnostik bei Hochbegabten mit dem Berliner Intelligenzstrukturtest für Jugendliche – Begabungs- und Hochbegabungsdiagnostik (BIS-HB)
Wagner, H. (Hrsg). Intellektuelle Hochbegabung - Aspekte der Diagnostik und Beratung. Bad Honnef: Bock 2006 S. 70 - 79 (Beiträge zu der Studienkonferenz der Thomas-Morus-Akademie Bensberg in Zusammenarbeit mit Bildung und Begabung e.V. in Bergisch-Gladbach)

Preckel, Franzis; Holling, Heinz; Wiese, Michaela
Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory
Personality and Individual Differences. Bd. 40. H. 1. Elsevier BV 2006 S. 159 - 170

Preckel, Franzis; Philipp Alexander, Freund
Accuracy, latency, and confidence in abstract reasoning: The influence of fear of failure and gender
Psychology Science. Bd. 47. H. 2. 2005 S. 230 - 245

Holling, Heinz; Preckel, Franzis
Self-estimates of intelligence––methodological approaches and gender differences
Personality and Individual Differences. Bd. 38. H. 3. Elsevier BV 2005 S. 503 - 517

Preckel, Franzis; Thiemann, Helge
Online- versus paper-pencil-version of a high potential intelligence test
Swiss Journal of Psychology. Bd. 62. H. 2. Hogrefe Publishing Group 2003 S. 131 - 138

Holling, Heinz; Vock, Miriam; Preckel, Franzis
Schulische Begabtenförderung in den Ländern der Bundesrepublik Deutschland.
Solzbacher, C., & Heinbokel, A. (Hrsg). Hochbegabte in der Schule – Identifikation und Förderung. Mü: Lit-Verlag 2002 S. 43 - 64

Holling, Heinz; Preckel, Franzis; Vock, Miriam
Schulische Begabtenförderung in Deutschland – Evaluationsbefunde zur Effektivität von Fördermaßnahmen und Darstellung der Angebote der Bundesländer
Wagner, H. (Hrsg). Begabungsförderung und Lehrerbildung. Bad Honnef: Bock 2002 S. 131 - 162

Holling, Heinz; Vock, Miriam; Preckel, Franzis
Fostering giftedness at school – a stocktaking in the states of the Federal Republic of Germany
Australasian Journal of Gifted Education. Bd. 10. 2001 S. 48 - 63

Holling, Heinz; Vock, Miriam; Preckel, Franzis
Schulische Begabtenförderung in den Ländern der Bundesrepublik Deutschland
Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung (Hrsg). Begabtenförderung – ein Beitrag zur Förderung von Chancengleichheit in Schulen – Orientierungsrahmen. 91. Aufl. Bonn: BLK 2001 S. 27 - 270 (Materialien zur Bildungsplanung und Forschungsförderung)