Univ.-Prof. Dr. Franzis Preckel
Psychologie , Universität Trier
- 0651/201-4520
Stricker, Johannes; Schneider, Michael; Preckel, Franzis
Concurrent and predictive relations of multidimensional perfectionism with test anxiety in secondary school studentsAnxiety, Stress, & Coping. Bd. 0. Informa UK Limited 2022 S. 1 - 10
Colling, Joanne; Wollschläger, Rachel; Keller, Ulrich et al.
Need for Cognition and its relation to academic achievement in different learning environmentsLearning and Individual Differences. Bd. 93. Elsevier BV 2022 S. 102110
Breit, Moritz; Scherrer, Vsevolod; Preckel, Franzis
Temporal stability and change in manifest intelligence scores: Four complementary analytic approachesMethodsX. 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
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 STEMGifted 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 relationsChronobiology International. Bd. 38. H. 8. Informa UK Limited 2021 S. 1195 - 1214
Ujma, Péter P.; Scherrer, Vsevolod
Circadian preference and intelligence – an updated meta-analysisChronobiology 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 TalententwicklungsperspektiveMüller-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 LaterThe 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 Fördermöglichkeiten2., 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 practiceTeaching 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 studyTeaching 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 studentsIntelligence. 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 structurePLOS 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-InitiativeWeigand 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 SchülerWeinheim: 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 SachunterrichtWeigand 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 ResearchPerspectives 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 MusicMc 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 ModelsReview 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 SchülerWeigand 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 AdolescentsEuropean 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 HochbegabtenDeutsche 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 outcomesLearning 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 AustraliaAsia-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 ReviewEducational 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‐analysisEuropean 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' assessmentsLearning 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 laterPersonality 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 testingMc 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 assessmentJournal 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 StudiesReview 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 PsychologieZeitschrift für Pädagogische Psychologie. Bd. 32. H. 4. Hogrefe Publishing Group 2018 S. 207 - 220
Preckel, Franzis; Eva, Stumpf; Wolfgang, Schneider
Hochbegabung und außergewöhnliche Leistung. Entwicklungspsychologische AspekteSchneider, W. und Lindenberger, U. (Hrsg). Entwicklungspsychologie. 8. überarbeitete Auflage. Aufl. Weinheim: Beltz 2018 S. 681 - 695
Peiffer, Henrike; Preckel, Franzis; Ellwart, Thomas
Selbstwirksamkeitserwartung von StudierendenDiagnostica. 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 valueContemporary 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 solvingContemporary 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 GiftedGIFTED 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 anxietyContemporary 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 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