Publications

Journal Articles (peer-reviewed)

2024

Breit, M.*, Scherrer, V.*, Tucker-Drob, E. M., & Preckel, F. (2024). The stability of cognitive abilities: A meta-analytic review of longitudinal studies. Psychological Bulletin, 150(4), 399–439. https://doi.org/10.1037/bul0000425

*shared first-authors

Breit, M., Scherrer, V., & Preckel, F. (2024). How useful are specific cognitive ability scores? An investigation of their stability and incremental validity beyond general intelligence. Intelligence, 103, 101816. doi.org/10.1016/j.intell.2024.101816

Buttlar, B., Pauer, S., Ruby, M. B., & Scherrer, V. (2024). Two sides of the same fence: A model of the origins and consequences of meat-related conflict in omnivores and veg*ans. Journal of Environmental Psychology, 94, 102241. https://doi.org/10.1016/j.jenvp.2024.102241

Mack, E., Scherrer, V., & Preckel, F. (2024). How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability. Child Developmenthttps://doi.org/10.1111/cdev.14156

Scherrer, V., Jalynskij, M., Elliot, A. J., Becker, J. L., & Preckel, F. (2024). Stability and change in academic achievement goals: A meta-analysis of longitudinal studies. Journal of Educational Psychology, 116(4), 629–655. https://doi.org/10.1037/edu0000861

Urban, J., Scherrer, V., Strobel, A., & Preckel, F. (2024). Continuous norming approaches: A systematic review and real data example. Assessment0(0). https://doi.org/10.1177/10731911241260545

Urban, J., Scherrer, V., Strobel, A., & Preckel, F. (2024). Normierung von Tests und Fragebögen: Ein systematischer Methodenüberblick für deutschsprachige Verfahren. Diagnosticahttps://doi.org/10.1026/0012-1924/a000334

2023

Breit, M., Preuß, J., Scherrer, V., & Preckel, F. (2023). Why the use of segmented regression analysis to explore change in relations between variables is problematic: A simulation study. Psychological Methods. Advance online publication. https://doi.org/10.1037/met0000576

Breit, M., Scherrer, V., Blickle, J., & Preckel, F. (2023). Students' intelligence test results after six and sixteen months of irregular schooling due to the COVID-19 pandemic. PloS One, 18(3), e0281779. https://doi.org/10.1371/journal.pone.0281779

Breit, M., Preuß, J., Scherrer, V., Moors, T., & Preckel, F. (2023). Relationship between Creativity and Intelligence: A multimethod investigation of alternative theoretical assumptions in two samples of secondary school students. Gifted Child Quarterly, 67(2), 95–109. https://doi.org/10.1177/00169862221118558

Buttlar, B., Pauer, S., Ruby, M. B., Chambon, M., Jimenez-Klingberg, A.‑K., Scherf, J., & Scherrer, V. (2023). The Meat Ambivalence Questionnaire: Assessing domain-specific meat-related conflict in omnivores and veg*ans. Collabra: Psychology, 9(1), Article 73236. https://doi.org/10.1525/collabra.73236

2022

Breit, M., Scherrer, V., & Preckel, F. (2022). Temporal stability and change in manifest intelligence scores: Four complementary analytic approaches. MethodsX, 9, 101613. https://doi.org/10.1016/j.mex.2021.101613

Scherrer, V., Hank, P., & Preckel, F. (2022). Development of adolescents’ self-esteem and general academic self-concept: perceived classroom climate makes a difference. European Journal of Personality, 37(6), 723–743. https://doi.org/10.1177/08902070221126789

2021

Breit, M., Scherrer, V., & Preckel, F. (2021). Temporal stability of specific ability scores and intelligence profiles in high ability students. Intelligence, 86, 101538. https://doi.org/10.1016/j.intell.2021.101538

Scherrer, V., & Preckel, F. (2021). Circadian preference and academic achievement in school-aged students: A systematic review and a longitudinal investigation of reciprocal relations. Chronobiology International, 38(8), 1195–1214. https://doi.org/10.1080/07420528.2021.1921788

Ujma, P. P., & Scherrer, V. (2021). Circadian preference and Intelligence - an updated meta-analysis. Chronobiology International, 38(8), 1215–1229. https://doi.org/10.1080/07420528.2021.1926473

2020

Scherrer, V., Preckel, F., Schmidt, I., & Elliot, A. J. (2020). Development of achievement goals and their relation to academic interest and achievement in adolescence: A review of the literature and two longitudinal studies. Developmental Psychology, 56(4), 795–814. https://doi.org/10.1037/dev0000898

Preckel, F., Fischbach, A., Scherrer, V., Brunner, M., Ugen, S., Lipnevich, A. A., & Roberts, R. D. (2020). Circadian preference as a typology: Latent-class analysis of adolescents' morningness/eveningness, relation with sleep behavior, and with academic outcomes. Learning and Individual Differences, 78, 101725. https://doi.org/10.1016/j.lindif.2019.03.007

2019

Scherrer, V., & Preckel, F. (2019). Development of motivational variables and self-esteem during the school career: A meta-analysis of longitudinal studies. Review of Educational Research, 89(2), 211–258. https://doi.org/10.3102/0034654318819127

Preckel, F., Schmidt, I., Stumpf, E., Motschenbacher, M., Vogl, K., Scherrer, V., & Schneider, W. (2019). High-ability grouping: Benefits for gifted students' achievement development without costs in academic self-concept. Child Development, 90(4), 1185–1201. https://doi.org/10.1111/cdev.12996

2017

Schmidt, I., Brunner, M., Keller, L., Scherrer, V., Wollschläger, R., Baudson, T. G., & Preckel, F. (2017). Profile formation of academic self-concept in elementary school students in grades 1 to 4. PloS One, 12(5), e0177854. https://doi.org/10.1371/journal.pone.0177854

2016

Eberspach, L., Fenske, G., Groten, S. C., Neufeldt, L. E., Scherrer, V., & Preckel, F. (2016). Why do larks perform better at school than owls? The mediating effect of conscientiousness. International Online Journal of Educational Sciences, 8(5), 4–16. https://doi.org/10.15345/iojes.2016.05.002

Scherrer, V., Roberts, R., & Preckel, F. (2016). Parents' assessment of circadian preference in elementary school-aged children: Validity and relations to educational outcomes. Chronobiology International, 33(9), 1188–1207, https://doi.org/10.1080/07420528.2016.1210618

Preckel, F., Rach, H., & Scherrer, V. (2016). Self-concept changes in multiple self-concept domains of gifted students participating in a summer residential school. Gifted and Talented International, 31(2), 88–101. https://doi.org/10.1080/15332276.2017.1304781

R-Packages/ Code

2024

Urban, J., Feuchter, M. D., Scherrer, V., Breit, M., & Preckel, F. (2024). MAGMA.R: MAny-Group MAtching. R package version 1.0.1https://cran.r-project.org/web/packages/MAGMA.R/index.html.

Conference Talks

2024

Matthes, J., Scherrer, V., & Preckel, F. (March 2024). Der Zusammenhang zwischen Need for Cognition und der Entwicklung des akademischen Interesses bei Schülerinnen und Schülern am Gymnasium [Poster Session]GEBF, Potsdam, Germany.

Scherrer, V., Breit, M., & Preckel, F. (July 2024). Longitudinal relations between fluid intelligence, crystallized intelligence, and investment traits in adolescence [Lightning Talk]. ISIR Zürich, Swiss.

Scherrer, V., Breit, M., & Preckel, F. (March 2024). Stabilität von Schulleistung: Eine Metaanalyse [Paper Session].GEBF, Potsdam, Germany.

Urban, J., Scherrer, V., & Preckel, F. A Comparison of the Validity of Intelligence test Scores based on Conventional Norms or Continuous Norms [Poster Session]. ISIR Zürich, Swiss.

2023

Breit, M., Scherrer, V., Tucker-Drob, E., & Preckel, F. (March 2023). The Stability of Cognitive Abilities: A Meta-Analysis of Longitudinal Studies [Poster Session]. ICPS 2023, Brussel, Belgium.

Breit, M., Preuß, J., Scherrer, V., & Preckel, F. (April 2023). Why Using Segmented Regression Analysis to Explore Change in Relations Between Variables Is Problematic [Roundtable Session]. AERA Annual Meeting.

Breit, M., Scherrer, V., & Preckel, F. (April 2023). The Stability of Specific Cognitive Ability Scores in Average to High-Ability Students [Roundtable Session]. AERA Annual Meeting, Chicago, USA.

Breit, M., Scherrer, V., Tucker-Drob, E., & Preckel, F. (March 2023). The Stability of Cognitive Abilities: A Meta-Analysis of Longitudinal Studies [Poster Session]. ICPS 2023, Brussel, Belgium.

Breit, M., Scherrer, V., Tucker-Drob, E., & Preckel, F. (April 2023). The Stability of Cognitive Abilities: A Meta-Analysis of Longitudinal Studies [Poster Session]. AERA Annual Meeting, Chicago, USA.

Scherrer, V., Breit, M., & Preckel, F. (April 2023). Investment Traits, Fluid Intelligence, and Crystallized Intelligence: Their Common Development in an Adolescent Sample [Paper Session]. AERA Annual Meeting, Chicago, USA.

Scherrer, V., Hank, P., & Preckel, F. (April 2023). Development of Adolescents' Self-Esteem and General Academic Self-Concept: Perceived Classroom Climate Makes a Difference [Poster Session]. AERA Annual Meeting, Chicago, USA.

Scherrer, V., Feuchter, M., Breit, M., & Preckel, F. (March 2023). Longitudinal Effects of Ability Grouping on Gifted Students’ Academic Achievement and Self-Concept in German and English [Poster Session]. ICPS 2023, Brussel, Belgium.

Scherrer, V., Preckel, F., Tucker-Drob, E., & Breit, M. (July 2023). The Stability of Cognitive Abilities: A Meta-Analysis of Longitudinal Studies [Poster Presentation]. International Society for Intelligence Research Annual Meeting, Berkeley, CA, USA.

Urban, J., Scherrer, V., Strobel, A., & Preckel, F. (February 2023). Testing Norms: Comparing Continuous and Conventional Norming Methods for the NFC-KIDS. [Paper Session]. GEBF, Essen, Germany.

2022

Scherrer, V., Hank, P., & Preckel, F. (September 2022). Adolescents’ Self-Esteem and Self-Concepts: Classroom climate explains interindividual differences in their intraindividual development [Talk]. DGPs-Kongress Hildesheim, Hildesheim, Germany.

Breit, M., Scherrer, V., Tucker-Drob, E., & Preckel, F. (September 2022). The stability of cognitive abilities: A meta-analysis of longitudinal studies [Talk]. DGPs-Kongress Hildesheim, Hildesheim, Germany.

Breit, M., Scherrer, V., Preuß, J., & Preckel, F. (April 2022). The relation between creativity and fluid intelligence in secondary school students: [Roundtable Session]. Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.

Scherrer, V., Breit, M., Feuchter, M., Preckel, F. (April 2022). Longitudinal effects of ability grouping on gifted students' academic achievement, self-concept, and interest in German and English: [Poster Session]. Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.

Scherrer, V., Jalynskij, M., Preckel, F. (April 2022). Stability and Change in Academic Achievement Goals: Two Meta-Analyses of Longitudinal Studies: [Poster Session]. Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.

Scherrer, V., Jalynskij, M., & Preckel, F. (Juli 2022). Stability and Change in Academic Achievement Goals: Two Meta-Analyses of Longitudinal Studies Indicated no Gender Differences: [Paper Session]. 6th Network Gender & STEM Conference 2022, München, Germany.

2021

Breit, M., Scherrer, V., Preckel, F (April 2021). Age and Ability Differentiation and Their Interaction in Children [Roundtable Session]. AERA Annual Meeting, Online, US. https://tinyurl.com/y6sxs6ck

Scherrer, V., Jalynskij, M., Preckel, F. (September 2021). Stability and Change in Academic Achievement Goals: Two Meta-Analyses of Longitudinal Studies [Talk]. Biennial Conference of the German Psychological Society – Personality Psychology and Psychological Diagnostics (DPPD) Section, Online, Ulm, Germany.

2019

Scherrer, V. & Preckel, F. (September 2019). Lern- und Leistungsziele von Gymnasiast/innen: Entwicklung und Zusammenhang mit akademischem Interesse und Leistung. Vortrag auf der gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und pädagogische Psychologie (PAEPSY), Leipzig.

Scherrer, V. & Preckel, F. (Februar 2019). Entwicklung von Leistungszielen in der Mittelstufe und Veränderungen im Schulinteresse und Schulleistung. Vortrag auf der 7. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Köln.

2018

Scherrer, V., & Preckel, P. Motivational Development in School-Aged Children: A Meta-Analysis of Longitudinal Studies. (April 2018).Poster presented at the annual meeting of the American Educational Research Association (AERA), New York City, NY, USA.

2017

Scherrer, V., & Preckel, F. (September 2017). Motivationale Entwicklung im Schulalter. Meta-analytische Auswertung längsschnittlicher Studien. Vortrag auf der gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und pädagogische Psychologie (PAEPSY), Münster.

Peiffer, H., Preckel, F., Ellwart, T., & Scherrer, V. (September 2017). Die Auswirkungen sozialer und dimensionaler Vergleichsprozesse auf das akademische Selbstkonzept von Psychologiestudierenden. Vortrag auf der gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und pädagogische Psychologie (PAEPSY), Münster.

Scherrer, V., Preckel, F. (März 2017). Motivationale Entwicklung im Schulalter: Ein quantitatives Review längsschnittlicher Studien seit 1993. Vortrag auf der 5. Fachtagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg.

2016

Scherrer, V., Roberts, R. D., & Preckel, F. (April 2016). Parents´ assessment of the chronotype in elementary school children: Validity and relations to school-related variables. Paper presented at the annual meeting of the American Educational Research Association (AERA), Washington, DC, USA.

2015

Scherrer, V. & Preckel, F. (September 2015). Chronotyp im Grundschulalter: Erfassung und Zusammenhang mit Schulleistung. Vortrag bei der 13. Arbeitstagung der Fachgruppe Differentielle Psychologie, Persönlichkeitspsychologie und Psychologische Diagnostik DPPD, Mainz.

Baudson, T. G., Wollschläger, R., Schmidt, I., Scherrer, V., Greiff, S., Wüstenberg, S. & Preckel, F. (Juli 2015). Primary School Students’ Social and Emotional School Experiences Across Grade Levels: Adaptation and Validation of the Social and Emotional School Experiences Survey—Short Form (SESES-S).Vortrag bei der 13th European Conference on Psychological Assessment ECPA Zürich, Schweiz.

Schmidt, I., Scherrer, V., Keller, L. & Preckel, F. (März 2015). Die Ausbildung akademischer Selbstkonzeptprofile bei Grundschulkindern: Eine Überprüfung des genesteten Marsh/Shavelson Modells. Vortrag auf der 3. Fachtagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bochum.

Schmidt, I.,Scherrer, V., Keller, L., & Preckel (2015). Academic Self-Concept in Elementary School: Integrating the Nested Marsh/Shavelson and the I/E Model to Understand Its Development. (SELF 2015)