Abwesenheit

Vom 18. August bis zum 9. September 2014 bin ich nicht im Büro. Da das Sekretariat in dieser Zeit ebenfalls nicht besetzt ist, wenden Sie sich bitte in dringenden Fällen direkt an die Mitglieder der Abteilung.

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

Vorlesungszeit Sommer
22.04.2014 bis 26.07.2014

Vorlesungszeit Winter
27.10.2014 bis 14.02.2015

Bewerbung Wintersemester
noch bis 3. September 2014
(nur zulassungsfreie Fächer)

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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