Prof. Dr. Franzis Preckel

Franzis Preckel

Universität Trier
FB I - Psychologie
D-54286 Trier

Tel.: +49 651 201 4520
Fax: +49 651 201 4578
eMail: preckel(at)uni-trier.de

Raum D 302 

 

Sprechstunde im Sommersemester 2014:
Mittwochs, 9 bis 10 Uhr, sowie nach Vereinbarung per eMail.

Sprechstunde in der vorlesungsfreien Zeit:
nach Vereinbarung per eMail.

 

Aktuelle (2012 – 2014) und zur Veröffentlichung angenommene Publikationen

  • Baudson, T. G., Fischbach, A., & Preckel, F. (accepted for publication). Teacher judgments as measures of children's cognitive ability: A multilevel analysis. Learning and Individual Differences.
  • Baudson, T. G., Wollschläger, R., Vock, M. & Preckel, F. (2014). Intellektuelle Hochbegabung. In A. Lohaus & M. Glüer (Hrsg.), Entwicklungsförderung im Kindesalter (S.99-115). Göttingen: Hogrefe.
  • Becker, N., Preckel, F., Karbach, J., Raffel, N. & Spinath, F. M. (2014). Die Matrizenkonstruktionsaufgabe. Validierung eines distraktorfreien Aufgabenformats zur Vorgabe figuraler Matrizen. Diagnostica. Advance online publication. doi: 10.1026/0012-1924/a000111
  • Bossert, M., Kaurin, A., Preckel, F., & Frings, C. (2014). Response-compatibility effects in children. European Journal of Developmental Psychology, 11, 90-101. doi:10.1080/17405629.2013.819286
  • Gogol, K., Brunner, M., Goetz, T., Martin, R., Ugen, S., Keller, U., Fischbach, A., & Preckel, F. (2014). "My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39, 188-205. doi: 10.1016/j.cedpsych.2014.04.002
  • Meier, E., Vogl, K. & Preckel, F. (1. Mai 2014). Motivational characteristics of students in gifted classes: The pivotal role of Need for Cognition. Learning and Individual Differences. Advance online publication. http://dx.doi.org/10.1016/j.lindif.2014.04.006
  • Niepel, C., Brunner, M., & Preckel, F. (23. July 2014). Achievement goals, academic self-concept, and school grades in mathematics: longitudinal reciprocal relations in above average ability secondary school students. Contemporary Educational Psychology. Advance online publication. doi: 10.1016/j.cedpsych.2014.07.002
  • Niepel, C., Brunner, M., & Preckel, F. (7. April 2014). 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. Advance online publication. http://dx.doi.org/10.1037/a0036307
  • Preckel, F. (2014). Assessing need for cognition in early adolescence: Validation of a German adaption of the Cacioppo/Petty scale. European Journal of Psychological Assessment, 30, 65-72. doi: 10.1027/1015-5759/a000170
  • Vogl, K. & Preckel, F. (2014). Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58, 51-68. doi: 10.1177/0016986213513795.
  • Baudson, T. G., & Preckel, F. (2013). Intelligence and creativity: Their relation with special attention to reasoning ability and divergent thinking. Implications for giftedness research and education. In K. H. Kim, J. C. Kaufman, J. Baer, & B. Sriraman (Eds.), Creatively gifted students are not like other gifted students: Research, theory, and practice (pp. 205–236). Rotterdam, The Netherlands: Sense Publishers.
  • Schalke, D., Brunner, M., Geiser, C., Preckel, F., Keller, U., Spengler, M., & Martin, R. (2013). Stability and change in intelligence from age 12 to age 52: Results from the Luxembourg MAGRIP study. Developmental Psychology, 49, 1529-1543. doi: 10.1037/a0030623
  • Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains. Journal of Adolescence, 36, 1165-1175. doi: 10.1016/j.adolescence.2013.09.001
  • Fischbach, A., Baudson, T. G., Preckel, F., Martin, R., & Brunner, M. (2013). Do teacher judgments of student intelligence predict life outcomes? Learning and Individual Differences, 27, 109-119. doi: 10.1016/j.lindif.2013.07.004
  • Preckel, F. & Baudson, T. G. (2013). Hochbegabung: Erkennen, Verstehen, Fördern. Reihe Beck Wissen. München: C. H. Beck.
  • Brunner, M., Gogol, K. M., Sonnleitner, P., Keller, U., Krauss, S., & Preckel, F. (2013). Gender differences in the mean level, variability, and profile shape of student achievement: Results from 41 countries. Intelligence, 41, 378-395. doi: 10.1016/j.intell.2013.05.009
  • Preckel, F., Lipnevich, A. A., Boehme, K., Brandner, L., Georgi, K., Könen, T., Mursin, K., & Roberts, R. D. (2013). Morningness–eveningness and educational outcomes: The lark has an advantage over the owl at high school. British Journal of Educational Psychology, 83, 114-134. doi: 10.1111/j.2044-8279.2011.02059.x.
  • Preckel, F. & Vock, M. (2013). Hochbegabung. Ein Lehrbuch zu Grundlagen, Diagnose und Fördermöglichkeiten. Göttingen: Hogrefe.
  • Stumpf, E., Preckel, F. & Schneider, W. (2013). Auf dem Prüfstand: Gymnasiale Begabtenklassen. Schulmanagement, 5, 27-30.
  • Baudson, T. G. & Preckel, F. (2012). Development and validation of the German Test for (Highly) Intelligent Kids – T(H)INK. European Journal of Psychological Assessment. Article first published online: APRIL 2012. doi: 10.1027/1015-5759/a000142.
  • Baudson, T. G. & Preckel, F. (2012). Teachers' implicit personality theories about the gifted: An experimental approach. School Psychology Quarterly. Article first published online: NOV 2012. doi: 10.1037/spq0000011.
  • Fischbach, A., Keller, U., Preckel, F., & Brunner, M. (2012). PISA proficiency scores predict educational outcomes. Learning and Individual Differences. Article first published online: OCT 2012. doi: 10.1016/j.lindif.2012.10.012.
  • Preckel, F. & Brüll, M. (2012). Grouping the gifted and talented: Are gifted girls most likely to suffer the consequences? In T. L. Cross, L. J. Coleman & J. Riedl Cross (Eds.), Critical readings on diversity and gifted students (Vol. 2) (pp. 1175-1202). Waco, TX: Prufrock Press.
  • Preckel, F., Stumpf, E. & Schneider, W. (2012). Hochbegabung und außergewöhnliche Leistung. Entwicklungspsychologische Aspekte. In W. Schneider & U. Lindenberger (Hrsg.), Entwicklungspsychologie (S. 663-676). Weinheim: Beltz.
  • Rollet, B. & Preckel, F. (2012). TBS-TK Rezension: "K-ABC: Kaufman – Assessment Battery for Children." Psychologische Rundschau, 63, 139-141. doi: 10.1026/0033-3042/a000101.
  • Schmidt-Atzert, L., Kersting, M., Preckel, F., Westhoff, K. & Ziegler, M. (2012). Zum Stand der Psychologischen Diagnostik. Psychologische Rundschau, 63(3), 167-174.

 

 


Vollständiges Publikationsverzeichnis

Semestertermine

Semestertermine

Rückmeldung Wintersemester
bis 3. Oktober 2014 (Frist für
NC-Fächer bereits abgelaufen) 

Vorlesungszeit Winter
27.10.2014 bis 14.02.2015

Vorlesungsfreie Tage
Allerheiligen: 01.11.2014
Weihnacht: 22.12.14-03.01.15

Weitere Termine

Internationale Studierende

Kontakt

Kontakt

Telefonzentrale
0049 (0)651 / 201 - 0

Postanschrift
Universität Trier | D-54286 Trier

Besucheranschrift / Anfahrt
Campus I / Campus II

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