Univ.-Prof. Dr. Franzis Preckel
Psychologie , Universität Trier
- 0651/201-4520
Keller, Ulrich; Strobel, Anja; Martin, Romain et al.
Domain-Specificity of Need for Cognition Among High School StudentsEuropean 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 samplesBritish Journal of Educational Psychology. Bd. 88. H. 4. Wiley 2017 S. 513 - 528
Stumpf, Eva; Preckel, Franzis; Schneider, Wolfgang
Förderung in Gymnasialen BegabtenklassenTrautwein, 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-ConceptChild 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 theoryContemporary 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 potentialLearning and Individual Differences. Bd. 53. Elsevier BV 2017 S. 103 - 113
Preckel, Franzis; Brunner, Martin
Nomological NetsZeigler-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 4PLOS 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 schoolGifted and Talented International. Bd. 0. Informa UK Limited 2017 S. 1 - 14
Geiser, Christian; Götz, Thomas; Preckel, Franzis et al.
States and TraitsEuropean 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 studyThe 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 motivationGifted 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 BachelorstudierendenZeitschrift 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 tracksBritish 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 AnxietyFrontiers in Psychology. Bd. 7. Frontiers Media SA 2016 S. 1 - 15
Preckel, Franzis; Krampen, Günter
Entwicklung und Schwerpunkte in der psychologischen HochbegabungsforschungPsychologische 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 personalityLearning and Individual Differences. Bd. 47. 2016 S. 70 - 79
Baudson, Tanja Gabriele; Preckel, Franzis
mini-q: Intelligenzscreening in drei MinutenDiagnostica. 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 outcomesChronobiology 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 MatricesJournal 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 – StandardSprache · 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 analysisLearning 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 DimensionsGifted Child Quarterly. Bd. 60. H. 3. 2016 S. 212 - 225
Schmitz, Florian; Manske, Karsten; Preckel, Franzis et al.
The Multiple Faces of Risk-TakingEuropean 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 ConscientiousnessInternational 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 AbilityEuropean 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 MatrizenkonstruktionsaufgabeDiagnostica. 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 ChildrenAmerican 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 ErgebnisseFischer, 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 comparisonsContemporary 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 measuresContemporary 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 studentsContemporary Educational Psychology. Bd. 39. H. 4. Elsevier BV 2014 S. 301 - 313
Preckel, Franzis
Assessing Need for Cognition in Early AdolescenceEuropean 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 HochbegabungLohaus, 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 cognitionLearning 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)INKEuropean 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 AttitudesGifted 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 countriesIntelligence. 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 educationKim, 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 outcomesLearning and Individual Differences. Bd. 24. Elsevier BV 2013 S. 63 - 72
Bossert, Magdalena; Kaurin, Aleksandra; Preckel, Franzis et al.
Response-compatibility effects in childrenEuropean 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 domainsJournal 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