Zeitschriftenartikel (peer-review)

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Preckel, F., Golle, J., Grabner, R., Jarvin, L., Kozbelt, A., Müllensiefen, D., Olszewski-Kubilius, P., Subotnik, R., Schneider, W., Vock, M., & Worrell, F. C. (accepted for publication). Talent development in achievement domains: A psychological framework for within and cross-domain research. Perspectives on Psychological Science.

Scherrer, V., Preckel, F., Schmidt, I., & Elliot J. A. (accepted for publication). 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.


Arens, A.K., Schmidt, I., & Preckel, F. (2019). Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains. Journal of Educational Psychology, 111, 663-684. doi: 10.1037/edu0000313

Breit, M., Brunner, M., & Preckel, F. (2019). General intelligence and specific cognitive abilities in adolescence: Tests of age differentiation, ability differentiation, and their interaction in two large samples. Developmental Psychology. doi:10.1037/dev0000876

Hank, P. & Baltes-Götz, B. (2019). The stability of self-esteem variability: A real-time assessment. Journal of Research in Personality, 79, 143-150. doi: 10.1016/j.jrp.2019.03.004.

Keller, U., Strobel, A., Wollschläger, R., Greiff, S., Martin, R., Vainikainen, M.-P., & Preckel, F. (2019). A need for cognition scale for children and adolescents: Structural analysis and measurement invariance. European Journal of Psychological Assessment, 35, 137-149. doi: 10.1027/1015-5759/a000370

Matheis, S., Keller, L., Kronborg, L., Schmitt, M., & Preckel, F. (2019). Do stereotypes strike twice? Giftedness and gender stereotypes in teachers’ beliefs about students’ characteristics in Australia. Asia-Pacific Journal of Teacher Education. doi: 10.1080/1359866X.2019.1576029

Preckel, F., Fischbach, A., Scherrer, V., Brunner, M., Ugen, S., Lipnevich, A. A., & Roberts, R. D. (2019). Circadian preference as typology: Latent-class analysis of adolescents’ morningness/eveningness, relation with sleep behavior, and with academic outcomes. Learning and Individual Differences. doi: 10.1016/j.lindif.2019.03.007

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, 1185-1201. doi:10.1111/cdev.12996

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, 211-258. doi: 10.3102/0034654318819127

Stricker, J., Bücker, S., Schneider, M., & Preckel, F. (2019). Multidimensional perfectionism and the Big Five personality traits: A meta-analysis.European Journal of Personality, 33, 176-196. doi:10.1002/per.2186

Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2019). Intellectual giftedness and multidimensional perfectionism: a meta-analytic review. EducationalPsychology Review. doi:10.1007/s10648-019-09504-1

Stricker, J., Schneider, M., & Preckel, F. (2019). School satisfaction differentially predicts multidimensional perfectionism one year later.Personality and Individual Differences, 143, 30-35. doi:10.1016/j.paid.2019.02.014

Wirthwein, L., Bergold, S., Preckel, F., & Steinmayr, R. (2019). Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents’ assessments. Learning and Individual Differences, 73, 16-29. doi: 10.1016/j.lindif.2019.04.003

Wolff, F., Helm, F., Preckel, F. & Möller, J. (2019). Dimensionale Vergleiche im Studium? Ein generalisiertes I/E Modell zur Ausbildung fachbezogener Selbstkonzepte im Studium der Psychologie. Zeitschrift für Pädagogische Psychologie, 32, 207–220. doi: 10.1024/1010-0652/a000227


Arens, A. K., & Preckel, F. (2018). Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value. Contemporary Educational Psychology, 54, 199-211. doi: 10.1016/j.cedpsych.2018.06.003

Hank, P. & Schneider, A. (2018). Kontrolle ist gut, Vertrauen ist besser. Die Berufliche Rehabilitation. Zeitschrift zur beruflichen und sozialen Teilhabe, (32), 309-321.

Matheis, S., Kronborg, L., Schmitt, M., & Preckel, F. (2018). Threat or challenge? Teachers’ beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International. doi: 10.1080/15332276.2018.1537685

Peiffer, H., Preckel, F. & Ellwart, T. (2018). Selbstwirksamkeitserwartung von Studierenden: Facettentheoretische Validierung eines Messmodells am Beispiel der Psychologie. Diagnostica, 64, 133-144. doi: 10.1026/0012-1924/a000199

Rudolph, J., Greiff, S., Strobel, A., & Preckel, F. (2018). Understanding the link between need for cognition and complex problem solving. Contemporary Educational Psychology. 55, 53-62. doi:10.1016/j.cedpsych.2018.08.001

Schmidt, I., Brunner, M., & Preckel, F. (2018). Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples. British Journal of Educational Psychology, 88, 513-528. doi: 10.1111/bjep.12198


Boehme, K. L., Goetz, T., & Preckel, F. (2017). Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on control-value theory. Contemporary Educational Psychology, 51, 11-21. doi: 10.1016/j.cedpsych.2017.05.002

Geiser, C., Götz, T., Preckel, F., & Freund, P. A. (2017). States and Traits. European Journal of Psychological Assessment, 33, 219–223. doi: 10.1027/1015-5759/a000413

Geiser, C., Goetz, T., Preckel, F., & Freund, P. A. (2017) (Eds.). States and traits - theories, models, and assessment. Special Issue. European Journal of Psychological Assessment, 33.

Gogol, K., Brunner, M., Martin, R., Preckel, F., & Goetz, T. (2017). Affect and motivation within and between school subjects: Development and validation of an integrative structural model of academic self-concept, interest, and anxiety. Contemporary Educational Psychology, 49, 46-65. doi: 10.1016/j.cedpsych.2016.11.003

Keller, U., Strobel, A., Martin, R. & Preckel, F. (2017). Domain-specificity of need for cognition among high school students. European Journal of Psychological Assessment. Advance online publication. doi: 10.1027/1015-5759/a000437

Lipnevich, A. A., Crede, M., Hahn, E., Spinath, F. M., Roberts, R. D., & Preckel, F. (2017). How distinctive are Morningness and Eveningness from the Big Five-factors of personality? A meta-analytic investigation. Journal of Personality and Social Psychology, 112, 491-509. doi: 10.1037/pspp0000099

Luong, C., Strobel, A., Wollschläger, R., Greiff, S., Vainikainen, M.-P., & Preckel, F. (2017). Need for cognition in children and adolescents: Behavioral correlates and relations to academic achievement and academic potential. Learning and Individual Differences, 53, 103-113. doi: 10.1016/j.lindif.2016.10.019

Preckel, F., Schmidt, I., Stumpf, E., Motschenbacher, M., Vogl, K., & Schneider, W. (2017). A test of the Reciprocal-Effects-Model of academic achievement and academic self-concept in regular classes and special classes for the gifted. Gifted Child Quarterly, 61, 103-116. doi: 0.1177/0016986216687824

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. doi.org/10.1371/journal.pone.0177854

Schneider, M. & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143, 565-600. doi: 10.1037/bul0000098

Vogl, K., Schmidt, I. & Preckel, F. (2017). The role of academic ability indicators in Big-Fish-Little-Pond-Effect research: A comparison study. The Journal of Educational Research. Advance online publication. doi: 10.1080/00220671.2017.1291485


Baudson, T. G. & Preckel, F. (2016). Teachers' conceptions of gifted and average-ability students on achievement-relevant dimensions. Gifted Child Quarterly, 60, 212-225. doi: 10.1177/0016986216647115

Baudson, T. G., Fischbach, A., & Preckel, F. (2016). Teacher judgments as measures of children's cognitive ability: A multilevel analysis. Learning and Individual Differences, 52, 148-156.doi:10.1016/j.lindif.2014.06.001

Baumann, N., Chatterjee, M. B. & Hank, P. (2016). Guiding others for their own good: Action orientation is associated with prosocial enactment of the implicit power motive. Motivation and Emotion, 40, 56-68. doi:10.1007/s11031-015-9511-0.

Becker, N., Schmitz, F., Falk, A. M., Feldbrügge, J., Recktenwald, D. R., Wilhelm, O., Preckel, F., & Spinath, F. M. (2016). Prevention of response elimination strategies improves the construct validity of figural matrices. Journal of Intelligence 4(1), 2. doi: 10.3390/jintelligence4010002.

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, 4-16. doi: 10.15345/iojes.2016.05.002

Gogol, K., Brunner, M., Preckel, F., Goetz, T, & Martin, R. (2016). Developmental dynamics of general and school-subject-specific components of academic self-concept, academic interest, and academic anxiety. Frontiers in Psychology (section Educational Psychology). doi: 10.3389/fpsyg.2016.00356

Herde, C., Stegt, S. & Preckel, F. (2016). Auswahlverfahren für Masterstudiengänge aus Sicht von Bachelorstudierenden: Eine multimethodale Studie zur Erfassung der Akzeptanz. Zeitschrift für Arbeits- und Organisationspsychologie, 60, 145–161. doi: 10.1026/0932-4089/a000216

Herrmann, J. R., Schmidt, I., Kessels, U., & Preckel, F. (2016). Big fish in big ponds: Contrast and assimilation effects on math and verbal self-concepts of students in within-school gifted tracks. British Journal of Educational Psychology, 86, 222-240.doi: 10.1111/bjep.12100

Lipnevich, A., Preckel, F., & Krumm, S. (2016). Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality. Learning and Individual Differences, 47, 70-79. doi: 10.1016/j.lindif.2015.12.027

Preckel, F. & Krampen, G. (2016). Entwicklung und Schwerpunkte in der psychologischen Hochbegabungsforschung: Ergebnisse einer szientometrischen Analyse von Publikationen zwischen 1980 und 2014. Psychologische Rundschau, 67, 1–14. doi: 10.1026/0033-3042/a000289

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, 88-101. doi: 10.1080/15332276.2017.1304781

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. doi: 10.1080/07420528.2016.1210618

Schmitz, F., Manske, K., Preckel, F., & Wilhelm, O. (2016). The multiple faces of risk taking: Scoring alternatives for the balloon analogue risk task. European Journal of Psychological Assessment, 32, 17–38. doi: 10.1027/1015-5759/a000335

Wagner, L., Baumann, N. & Hank, P. (2016). Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being. Motivation and Emotion, 40, 69-81.doi:10.1007/s11031-015-9516-8.


Baudson, T. G. & Preckel, F. (2015). mini-q: Intelligenzscreening in drei Minuten (mini-q: A three-minute intelligence screening test). Diagnostica,  62, 182-197.doi: 10.1026/0012-1924/a000150

Becker, N., Preckel, F., Karbach, J., Raffel, N. & Spinath, F. M. (2015). Die Matrizenkonstruktionsaufgabe. Validierung eines distraktorfreien Aufgabenformats zur Vorgabe figuraler Matrizen. Diagnostica, 61, 22-33. doi: 10.1026/0012-1924/a000111

Ellwart, T. & Peiffer, H. (2015). Ein „Ja“ zum neuen Büro. Ansätze zur Einstellungsänderung im Change-Prozess. Personal Quarterly (2), 28-33.

Freund, P. A., & Jaensch, V. K., & Preckel, F. (2015). A latent state trait analysis of current achievement motivation across different tasks of cognitive ability. European Journal of Psychological Assessment. Advance online publication. doi: 10.1027/1015-5759/a000289

Hank, P. (2015). Beyond an informal everyday concept of self-esteem: A latent state-trait model. Journal of Individual Differences, 36, pp. 237-246. doi: 10.1027/1614-0001/a000181.

Pinxten, M., Wouters, S., Preckel, F., Niepel, C., De Fraine, B., & Verschueren, K. (2015). The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons. Contemporary Educational Psychology, 41, 124-132. doi:10.1016/j.cedpsych.2014.12.003

Preckel, F., Baudson, T. G., Krolak-Schwerdt, S., & Glock, S. (2015). Gifted and maladjusted? Implicit attitudes and automatic associations related to gifted children. American Educational Research Journal, 52, 1160-1184. doi: 10.3102/0002831215596413

Preckel, F. & Brunner, M. (2015). Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers? Gifted and Talented International, 30, 68-84. doi: 10.1080/15332276.2015.1137458


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

Gogol, K., Brunner, M., Goetz, T., Preckel, F., & Martin, R. (2014). Structural models of achievement motivation. Personality and Individual Differences, 60 Supplement, 70.

Meier, E., Vogl, K. & Preckel, F. (2014). Motivational characteristics of students in gifted classes: The pivotal role of Need for Cognition. Learning and Individual Differences, 33, 39-46. doi: 10.1016/j.lindif.2014.04.006

Niepel, C., Brunner, M., & Preckel, F. (2014). Achievement goals, academic self-concept, and school grades in mathematics: longitudinal reciprocal relations in above average ability secondary school students. Contemporary Educational Psychology, 39, 301-313. doi: 10.1016/j.cedpsych.2014.07.002

Niepel, C., Brunner, M., & Preckel, F. (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, 106, 1170-1191. doi: 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). Development and validation of the German Test for (Highly) Intelligent Kids – T(H)INK. European Journal of Psychological Assessment, 29, 171-181. doi: 10.1027/1015-5759/a000142.

Baudson, T. G. & Preckel, F. (2013). Teachers' implicit personality theories about the gifted: An experimental approach. School Psychology Quarterly, 28, 37-46. doi: 10.1037/spq0000011.

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

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

Fischbach, A., Keller, U., Preckel, F., & Brunner, M. (2013). PISA proficiency scores predict educational outcomes. Learning and Individual Differences., 24, 63-72. doi: 10.1016/j.lindif.2012.10.012.

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., 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

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

Stumpf, E., Preckel, F. & Schneider, W. (2013). Auf dem Prüfstand: Gymnasiale Begabtenklassen. Schulmanagement, 5, 27-30.


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.


Hahn, E., Preckel, F. & Spinath, F. M. (2011). Das Eule-Lerche-Prinzip. Der Zusammenhang von Chronotyp, Persönlichkeit, Intelligenz und akademischer Leistung. Report Psychologie, 10, 410-420.

Preckel, F., Lipnevich, A. A., Schneider, S., & Roberts, R. D. (2011). Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation. Learning and Individual Differences, 21, 483-492. doi:10.1016/j.lindif.2011.07.003.

Preckel, F., Wermer, C., & Spinath, F. M. (2011). The interrelationship between speeded and unspeeded divergent thinking and reasoning, and the role of mental speed. Intelligence, 39, 378-388. doi: 10.1016/j.intell.2011.06.007.

Vock, M., Preckel, F., & Holling, H. (2011). Mental abilities and school achievement: A test of a mediation hypothesis. Intelligence, 39, 357-369. doi: 10.1016/j.intell.2011.06.006.


Preckel, F. & Brüll, M. (2010). The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept. Learning and Individual Differences, 20, 522-531. doi:10.1016/j.lindif.2009.12.007.

Preckel, F., Götz, T., & Frenzel, A. (2010). Ability grouping of gifted students: Effects on academic self-concept and boredom. British Journal of Educational Psychology, 80, 451-472. doi:10.1348/000709909X480716.


Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. J. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress, and Coping, 21, 185-198. doi:10.1080/10615800701628827.

Preckel, F. & Brüll, M. (2008). Grouping the gifted and talented: Are gifted girls most likely to suffer the consequences? Journal for the Education of the Gifted, 32, 54-85. doi:10.4219/jeg-2008-822.

Preckel, F. & Eckelmann, C. (2008). Beratung bei (vermuteter) Hochbegabung: Was sind die Anlässe und wie hängen sie mit Geschlecht, Ausbildungsstufe und Hochbegabung zusammen? Psychologie in Erziehung und Unterricht, 55 (1), 16-26.

Preckel, F., Goetz, T., & Pekrun, R. (2008). Gender differences in gifted and average-ability students: Comparing girls' and boys' achievement, self-concept, interest, and motivation in mathematics. Gifted Child Quarterly, 52, 146-159. doi:10.1177/0016986208315834.

Preckel, F., Zeidner, M., Goetz, T., & Schleyer, E. (2008). Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes. Contemporary Educational Psychology, 33, 78-96. doi:10.1016/j.cedpsych.2006.08.001.


Freund, P. A., Holling, H., & Preckel, F. (2007). A multivariate, multilevel analysis of the relationship between cognitive abilities and scholastic achievement. Journal of Individual Differences, 28, 188-197. doi:10.1027/1614-0001.28.4.188.

Goetz, T., Preckel, F., Pekrun, R., & Hall, N. (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17, 3-16. doi:10.1016/j.lindif.2006.12.002.


Preckel, F. & Holling, H. (2006). Die Rolle von Intelligenz und Begabung für Handlungskompetenz. Schwerpunktheft Handlungskompetenz. Bildung und Erziehung, 59 (2), 167-178.

Preckel, F., Holling, H., & Vock, M. (2006). Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness. Psychology in the Schools, 43, 401-411. doi:10.1002/pits.20154.

Preckel, F., Holling, H., & Wiese, M. (2006). Intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory. Personality and Individual Differences, 40, 159-170. doi:10.1016/j.paid.2005.06.022.


Holling, H. & Preckel, F. (2005). Self-estimation of intelligence – methodological approaches and gender differences. Personality and Individual Differences, 38, 503-517. doi:10.1016/j.paid.2004.05.003.

Preckel, F. & Freund, P. A. (2005). Accuracy, latency, and confidence in abstract reasoning: The influence of fear of failure and gender. Psychology Science, 47 (2), 230-245.


Preckel, F. & Thiemann, H. (2003). Online- versus paper-pencil-version of a high potential intelligence test. Swiss Journal of Psychology, 62, 131-138. doi: 10.1024//1421-0185.62.2.131.


Holling, H., Vock, M., & Preckel, F. (2001). Fostering giftedness at school – a stocktaking in the states of the Federal Republic of Germany. Australasian Journal of Gifted Education, 10, 48-63.

Zeitschriftenartikel (ohne peer-review)


Hannig, N., Koop, C. & Preckel, F. (2016). Beratungsanlässe und -themen in der Hochbegabtenberatung: Wie hängen sie miteinander und mit Geschlecht, Alter und Begabung der Kinder und Jugendlichen zusammen? news & science: Begabtenförderung und Begabungsforschung, 41(1), 45-50.

Wollschläger, R. & Preckel, F. (2016). Sprachfreie Intelligenztests für Kinder und Jugendliche: Darstellung und vergleichende Betrachtung von CFT 1–R, CFT 20–R, SPM, CPM, WMT-2, BOMAT Standard. Sprache Stimme Gehör, 40, 25-28. doi: http://dx.doi.org/10.1055/s-0042-100601


Preckel, F., Schneider, W. & Stumpf, E. (2015). Begabtenklassen am Gymnasium: Ein Überblick über Befunde aus der PULSS-Studie. news & science: Begabtenförderung und Begabungsforschung, 40(2), 36-39.


Arnold, D., Hank, P., Großgasteiger, I. & Preckel, F. (2011). Das Elterntraining KLIKK®. Hochbegabte Kinder konstruktiv unterstützen. Weiterbildung, 2 (April/Mai), 34-36.


Preckel, F. (2009). Integrierte oder separierte Förderung: Was ist die richtige Vorgehensweise zur Förderung Begabter in der Schule? SchulVerwaltung Spezial, 1, 46-47.


Holling, H. & Preckel, F. (2005). Der BIS-HB: Diagnostik von Hochbegabung und allgemeinem sowie bereichsspezifischem schulischem Underachievement. Journal für Begabtenförderung, 1, 31-40.