Franzis Preckel
Franzis Preckel
Psychologie, FB I - Universität Trier
Bestätigte E-Mail-Adresse bei
Zitiert von
Zitiert von
Variables associated with achievement in higher education: A systematic review of meta-analyses.
M Schneider, F Preckel
Psychological bulletin 143 (6), 565, 2017
Gender differences in gifted and average-ability students: Comparing girls' and boys' achievement, self-concept, interest, and motivation in mathematics
F Preckel, T Goetz, R Pekrun, M Kleine
Gifted child quarterly 52 (2), 146-159, 2008
Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory
F Preckel, H Holling, M Wiese
Personality and individual differences 40 (1), 159-170, 2006
“My questionnaire is too long!” The assessments of motivational-affective constructs with three-item and single-item measures
K Gogol, M Brunner, T Goetz, R Martin, S Ugen, U Keller, A Fischbach, ...
Contemporary Educational Psychology 39 (3), 188-205, 2014
Ability grouping of gifted students: Effects on academic self‐concept and boredom
F Preckel, T Götz, A Frenzel
British Journal of educational psychology 80 (3), 451-472, 2010
Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation
F Preckel, AA Lipnevich, S Schneider, RD Roberts
Learning and Individual Differences 21 (5), 483-492, 2011
Teachers' implicit personality theories about the gifted: an experimental approach.
TG Baudson, F Preckel
School psychology quarterly 28 (1), 37, 2013
Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness
F Preckel, H Holling, M Vock
Psychology in the Schools 43 (3), 401-411, 2006
Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes
K Vogl, F Preckel
Gifted Child Quarterly 58 (1), 51-68, 2014
Hochbegabung: Forschungsergebnisse und Fördermöglichkeiten
H Holling, UP Kanning, AJ Wittmann, F Preckel
Hogrefe, 1999
H Holling, F Preckel, M Vock
Hogrefe Verlag GmbH & Company KG, 2004
Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes
T Goetz, F Preckel, M Zeidner, E Schleyer
Anxiety, Stress, & Coping 21 (2), 185-198, 2008
Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains
F Preckel, C Niepel, M Schneider, M Brunner
Journal of adolescence 36 (6), 1165-1175, 2013
Morningness‐eveningness and educational outcomes: The lark has an advantage over the owl at high school
F Preckel, AA Lipnevich, K Boehme, L Brandner, K Georgi, T Könen, ...
British Journal of Educational Psychology 83 (1), 114-134, 2013
Emotional experiences during test taking: Does cognitive ability make a difference?
T Goetz, F Preckel, R Pekrun, NC Hall
Learning and Individual Differences 17 (1), 3-16, 2007
Development of motivational variables and self-esteem during the school career: A meta-analysis of longitudinal studies
V Scherrer, F Preckel
Review of Educational Research 89 (2), 211-258, 2019
Hochbegabung: Ein Lehrbuch zu Grundlagen, Diagnostik und Fördermöglichkeiten
F Preckel, M Vock
Hogrefe Verlag GmbH & Company KG, 2020
The longitudinal interplay of students’ academic self-concepts and achievements within and across domains: Replicating and extending the reciprocal internal/external frame of …
C Niepel, M Brunner, F Preckel
Journal of Educational Psychology 106 (4), 1170, 2014
The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept
F Preckel, M Brüll
Learning and Individual Differences 20 (5), 522-531, 2010
Förderung Hochbegabter in der Schule: Evaluationsbefunde und Wirksamkeit von Maßnahmen
M Vock, F Preckel, H Holling
Hogrefe Verlag GmbH & Company KG, 2007
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