Zeitschriftenartikel (peer-review)

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Urban, J., Scherrer, V., Strobel, A., & Preckel, F. (in press). Normierung von Tests und Fragebögen: Ein systematischer Methodenüberblick für deutschsprachige Verfahren. Diagnostica.

Urban, J., Scherrer, V., Strobel, A., & Preckel, F. (in press). Continuous Norming Approaches: A Systematic Review and Real Data Example. Assessment.


Breit, M., Brunner, M., Fischbach, A., Wollschläger, R., Keller, U., Ugen, S., & Preckel, F. (2024). Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level. Journal of Educational Psychology. https://doi.org/10.1037/edu0000856

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. https://doi.org/10.1016/j.intell.2024.101816

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. Advance online publication. https://doi.org/10.1037/bul0000425

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, 102241. https://doi.org/10.1016/j.jenvp.2024.102241

Gnas, J., Urban, J.,Feuchter, M. D., & Preckel, F. (2024). Socio-emotional experiences of primary school students: Relations to teachers’ underestimation, overestimation, or accurate judgment of their cognitive ability. Social Psychology of Education. https://doi.org/10.1007/s11218-024-09915-1

Matthes, J., Schneider, M., & Preckel, F. (2024). The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis. Journal of Educational Psychology, 116(2), 278–296. https://doi.org/10.1037/edu0000848

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. https://doi.org/10.1037/edu0000861

Strobel, A., Strobel, A., Preckel, F., & Steinmayr, R. (2024). On the interplay of motivational characteristics and academic achievement: The role of Need for Cognition. AERA Open10https://doi.org/10.1177/23328584231218961


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., 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 Quarterly67(2), 95–109. https://doi.org/10.1177/00169862221118558

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

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

Colling, J. Wollschläger, R. Keller, U. Grass, J., Strobel, A., Preckel, F., & Fischbach, A. (2023). The relation between self-control, Need for Cognition and action orientation in secondary school students: A conceptual replication study. PloS One, 18(6), e0286714. https://doi.org/10.1371/journal.pone.0286714

Feuchter, M. D., & Preckel, F. (2023). Gender differences in academic boredom and its development in secondary school. Learning and Individual Differences, 108, 102379. https://doi.org/10.1016/j.lindif.2023.102379

Keller, L., Lüdtke, O., Preckel, F., & Brunner, M. (2023). Educational inequalities at the intersection of multiple social categories: An introduction and systematic review of the multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) approach. Educational Psychology Review, 35, 31. https://doi.org/10.1007/s10648-023-09733-5

Lavrijsen, J., Preckel, F., & Verschueren, K. (2023). Seeking, mastering, and enjoying cognitive effort: Scrutinizing the role of Need for Cognition in academic achievement. Learning and Individual Differences, 107, 102363. https://doi.org/10.1016/j.lindif.2023.102363

Mack, E., Gnas, J., Vock, M., & Preckel, F. (2023). The domain-specificity of elementary school teachers’ judgment accuracy. Contemporary Educational Psychology, 72, 102142. https://doi.org/10.1016/j.cedpsych.2022.102142


Breit, M., Brunner, M., Molenaar, D., & Preckel, F. (2022). Differentiation hypotheses of Intelligence: A systematic review of the empirical evidence and an agenda for future research. Psychological Bulletin, 148(7-8), 518–554. https://doi.org/10.1037/bul0000379

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

Brunner, M., Keller, L., Stallasch, S. E., Kretschmann, J., Hasl, A., Preckel, F., Lüdtke, O., & Hedges, L. V. (2022). Meta-analyzing individual participant data from studies with complex survey designs: A tutorial on using the two-stage approach for data from educational large-scale assessments. Research Synthesis Methods, 14(1), 5–35. https://doi.org/10.1002/jrsm.1584

Colling, J., Wollschläger, R., Keller, U., Preckel, F., & Fischbach, A. (2022). Need for Cognition and its relation to academic achievement in different learning environments. Learning and Individual Differences, 93, 102110. https://doi.org/10.1016/j.lindif.2021.102110

Feuchter, M. D., & Preckel, F. (2022). Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping. Journal of Educational Psychology, 114(6), 1477–1493. https://doi.org/10.1037/edu0000694

Gnas, J., Mack, E., & Preckel, F. (2022). When classmates influence teacher judgment accuracy of students’ cognitive ability: Studying frame-of-reference effects in primary school. Contemporary Educational Psychology, 69, 102070. https://doi.org/10.1016/j.cedpsych.2022.102070

Gnas, J., Mack, E., Matthes, J., Breit, M., & Preckel, F. (2022). Sozio-emotionales Erleben von Schule bei Grundschülerinnen und -schülern: Zusammenhänge mit intellektueller Begabung und Schulleistung. Zeitschrift Für Erziehungswissenschaft, 25, 1095–1123. https://doi.org/10.1007/s11618-022-01115-x

Hank, P., Baltes-Götz, B., & Preckel, F. (2022). Welche Klimadimensionen misst der Linzer Fragebogen zum Schul- und Klassenklima für die 4. – 8. Klasse (LFSK 4 – 8; Eder, 2000)? Diagnostica, 68(1), 28–38. https://doi.org/10.1026/0012-1924/a000280

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2022). Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation. Journal of Educational Psychology, 114(5), 966–991. https://doi.org/10.1037/edu0000685

Passarotto, E., Preckel, F., Schneider, M., & Müllensiefen, D. (2022). Deliberate practice in music: Development and psychometric validation of a standardized measurement instrument. Psychology of Music, 50(5), 1637–1655. https://doi.org/10.1177/03057356211065172

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

Stricker, J., Schneider, M., & Preckel, F. (2022). Concurrent and predictive relations of multidimensional perfectionism with test anxiety in secondary school students. Anxiety, Stress, & Coping, 36(2), 137–146. https://doi.org/10.1080/10615806.2022.2056165


Arens, A. K., Jansen, M., Preckel, F., Schmidt, I., & Brunner, M. (2021). The structure of academic self-concept: A methodological review and empirical illustration of central models. Review of Educational Research, 91(1), 34–72. https://doi.org/10.3102/0034654320972186

Breit, M., Brunner, M., & Preckel, F. (2021). Age and ability differentiation in children: A review and empirical investigation. Developmental Psychology, 57(3), 325–346. https://doi.org/10.1037/dev0001147

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

Keller, L., Preckel, F., & Brunner, M. (2021). Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries. Journal of Educational Psychology, 113(3), 585–604. https://doi.org/10.1037/edu0000533

Krischler, M., Mack, E., Gnas, J., Breit, M., Matthes, J., & Preckel, F. (2021). A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM. Gifted and Talented International, 36(1-2), 69–81. https://doi.org/10.1080/15332276.2021.1961329

Lavrijsen, J., Preckel, F., Verachtert, P., Vansteenkiste, M., & Verschueren, K. (2021). Are motivational benefits of adequately challenging schoolwork related to students' need for cognition, cognitive ability, or both? Personality and Individual Differences, 171, 110558. https://doi.org/10.1016/j.paid.2020.110558

Mack, E., Breit, M., Krischler, K., Gnas, J., & Preckel, F. (2021). Talent development in natural science in elementary school: A juxtaposition of research and practice. Teaching and Teacher Education, 104, 103366. https://doi.org/10.1016/j.tate.2021.103366

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

Stricker, J., & Preckel, F. (2021). Global self-esteem differentially predicts multidimensional perfectionism in early adolescents two years later. The Journal of Early Adolescence, 42(2), 149–171. https://doi.org/10.1177/02724316211016069

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

Weyns, T., Preckel, F., & Verschueren, K. (2021). Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions: An experimental study. Teaching and Teacher Education, 97, 103215. https://doi.org/10.1016/j.tate.2020.103215


Breit, M., Brunner, M., & Preckel, F. (2020). General Intelligence and specific cognitive abilities in adolescence: Tests of age differentiation, ability differentiation, and their interaction in two large samples. Developmental Psychology, 56(2), 364–384. https://doi.org/10.1037/dev0000876

Breit, M., & Preckel, F. (2020). Incremental validity of specific cognitive abilities beyond general Intelligence for the explanation of students’ school achievement. Gifted and Talented International, (35)2, 73–85. https://doi.org/10.1080/15332276.2020.1799454

Gnas, J., Müllensiefen, D., & Preckel, F. (2020). Was denken Musikschullehrkräfte über musikalisch hochbegabte Schülerinnen und Schüler? Eine experimentelle Untersuchung. Beiträge Empirischer Musikpädagogik, 11, 1–33. https://www.b-em.info/index.php/ojs/article/view/182 

Matheis, S., Keller, L. K., Kronborg, L., Schmitt, M., & Preckel, F. (2020). Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia. Asia-Pacific Journal of Teacher Education, 48(2), 213–232. https://doi.org/10.1080/1359866X.2019.1576029

Peiffer, H., Ellwart, T., & Preckel, F. (2020). Ability self-concept and self-efficacy in higher education: An empirical differentiation based on their factorial structure. PloS One, 15(7), e0234604. https://doi.org/10.1371/journal.pone.0234604

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

Preckel, F., Golle, J., Grabner, R., Jarvin, L., Kozbelt, A., Müllensiefen, D., Olszewski-Kubilius, P., Schneider, W., Subotnik, R., Vock, M., & Worrell, F. C. (2020). Talent development in achievement domains: A psychological framework for within- and cross-comain research. Perspectives on Psychological Science : A Journal of the Association for Psychological Science, 15(3), 691–722. https://doi.org/10.1177/1745691619895030

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

Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32(2), 391–414. https://doi.org/10.1007/s10648-019-09504-1


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(4), 663–684. https://doi.org/10.1037/edu0000313

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

Keller, U., Strobel, A., Martin, R., & Preckel, F. (2019). Domain-specificity of Need for Cognition among high school students. European Journal of Psychological Assessment, 35(5), 607–616. https://doi.org/10.1027/1015-5759/a000437

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. European Journal of Psychological Assessment, 35(1), 137–149. https://doi.org/10.1027/1015-5759/a000370

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

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

Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2019). Multidimensional perfectionism and the Big Five personality traits: A meta–analysis. European Journal of Personality, 33(2), 176–196. https://doi.org/10.1002/per.2186

Stricker, J., Schneider, M., & Preckel, F. (2019). School satisfaction differentially predicts multidimensional perfectionism one year later. Personality and Individual Differences, 143, 30–35. https://doi.org/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. https://doi.org/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(4), 207–220. https://doi.org/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. https://doi.org/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.

Peiffer, H., Preckel, F., & Ellwart, T. (2018). Selbstwirksamkeitserwartung von Studierenden. Diagnostica, 64(3), 133–144. https://doi.org/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. https://doi.org/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. The British Journal of Educational Psychology, 88(4), 513–528. https://doi.org/10.1111/bjep.12198

Vogl, K., Schmidt, I., & Preckel, F. (2018). The role of academic ability indicators in big-fish-little-pond effect research: A comparison study. The Journal of Educational Research, 111(4), 429–438. https://doi.org/10.1080/00220671.2017.1291485


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. https://doi.org/10.1016/j.cedpsych.2017.05.002

Freund, P. A., Jaensch, V. K., & Preckel, F. (2017). A latent state-trait analysis of current achievement motivation across different tasks of cognitive ability. European Journal of Psychological Assessment, 33(5), 318–327. https://doi.org/10.1027/1015-5759/a000289

Geiser, C., Goetz, T., Preckel, F., & Freund, P. A. (2017). States and traits - theories, models, and assessment. Special Issue. European Journal of Psychological Assessment 33(4), 219–223. https://doi.org/10.1027/1015-5759/a000413

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. https://doi.org/10.1016/j.cedpsych.2016.11.003

Lipnevich, A. A., Credè, 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(3), 491–509. https://doi.org/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 potential. Learning and Individual Differences, 53, 103–113. https://doi.org/10.1016/j.lindif.2016.10.019

Matheis, S., Kronborg, L., Schmitt, M., & Preckel, F. (2017). Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International, 32(2), 134–160. https://doi.org/10.1080/15332276.2018.1537685

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(2), 103–116. https://doi.org/10.1177/0016986216687824

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. https://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(6), 565–600. https://doi.org/10.1037/bul0000098


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. https://doi.org/10.1016/j.lindif.2014.06.001

Baudson, T. G., & Preckel, F. (2016). Mini-q: Intelligenzscreening in drei Minuten. Diagnostica, 62(3), 182–197. https://doi.org/10.1026/0012-1924/a000150

Baudson, T. G., & Preckel, F. (2016). Teachers’ conceptions of gifted and average-ability students on achievement-relevant dimensions. Gifted Child Quarterly, 60(3), 212–225. https://doi.org/10.1177/0016986216647115

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(1), 56–68. https://doi.org/10.1007/s11031-015-9511-0

Becker, N., Schmitz, F., Falk, A., Feldbrügge, J., Recktenwald, D., Wilhelm, O., Preckel, F., & Spinath, F. (2016). Preventing response elimination strategies improves the convergent validity of figural matrices. Journal of Intelligence, 4(1), 2. https://doi.org/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(5), 4–16. https://doi.org/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, 7, 356. https://doi.org/10.3389/fpsyg.2016.00356

Herde, C. N., Stegt, S., & Preckel, F. (2016). Auswahlverfahren für Masterstudiengänge aus Sicht von Bachelorstudierenden. Zeitschrift Für Arbeits- und Organisationspsychologie A&O, 60(3), 145–161. https://doi.org/10.1026/0932-4089/a000216

Herrmann, J., 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. The British Journal of Educational Psychology, 86(2), 222–240. https://doi.org/10.1111/bjep.12100

Lipnevich, A. 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. https://doi.org/10.1016/j.lindif.2015.12.027

Preckel, F., & Krampen, G. (2016). Entwicklung und Schwerpunkte in der psychologischen Hochbegabungsforschung. Psychologische Rundschau, 67(1), 1–14. https://doi.org/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(2), 88–101. https://doi.org/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. https://doi.org/10.1080/07420528.2016.1210618

Schmitz, F., Manske, K., Preckel, F., & Wilhelm, O. (2016). The multiple faces of risk-taking. European Journal of Psychological Assessment, 32(1), 17–38. https://doi.org/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(1), 69–81. https://doi.org/10.1007/s11031-015-9516-8


Becker, N., Preckel, F., Karbach, J., Raffel, N., & Spinath, F. M. (2015). Die Matrizenkonstruktionsaufgabe. Diagnostica, 61(1), 22–33. https://doi.org/10.1026/0012-1924/a000111

Hank, P. (2015). Beyond an informal everyday concept of self-esteem. Journal of Individual Differences, 36(4), 237–246. https://doi.org/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. https://doi.org/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(6), 1160–1184. https://doi.org/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(1-2), 68–84. https://doi.org/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(1), 90–101. https://doi.org/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(3), 188–205. https://doi.org/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. https://doi.org/10.1016/j.paid.2013.07.309

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. https://doi.org/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(4), 301–313. https://doi.org/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(4), 1170–1191. https://doi.org/10.1037/a0036307

Preckel, F. (2014). Assessing Need for Cognition in early adolescence. European Journal of Psychological Assessment, 30(1), 65–72. https://doi.org/10.1027/1015-5759/a000170

Vogl, K., & Preckel, F. (2014). Full-time ability grouping of gifted students. Gifted Child Quarterly, 58(1), 51–68. https://doi.org/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(3), 171–181. https://doi.org/10.1027/1015-5759/a000142

Baudson, T. G., & Preckel, F. (2013). Teachers' implicit personality theories about the gifted: An experimental approach. School Psychology Quarterly : The Official Journal of the Division of School Psychology, American Psychological Association, 28(1), 37–46. https://doi.org/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(5), 378–395. https://doi.org/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. https://doi.org/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. https://doi.org/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. The British Journal of Educational Psychology, 83(1), 114–134. https://doi.org/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(6), 1165–1175. https://doi.org/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(8), 1529–1543. https://doi.org/10.1037/a0030623

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


Rollett, B., & Preckel, F. (2012). TBS-TK Rezension. Psychologische Rundschau, 63(2), 139–141. https://doi.org/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. https://doi.org/10.1026/0033-3042/a000128


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(5), 483–492. https://doi.org/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(5), 378–388. https://doi.org/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(5), 357–369. https://doi.org/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(5), 522–531. https://doi.org/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. The British Journal of Educational Psychology, 80(3), 451–472. https://doi.org/10.1348/000709909X480716


Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress, and Coping, 21(2), 185–198. https://doi.org/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(1), 54–85. https://doi.org/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., & Kleine, M. (2008). Gender differences in gifted and average-ability students. Gifted Child Quarterly, 52(2), 146–159. https://doi.org/10.1177/0016986208315834

Preckel, F., Zeidner, M., Goetz, T., & Schleyer, E. J. (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(1), 78–96. https://doi.org/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(4), 188–197. https://doi.org/10.1027/1614-0001.28.4.188

Goetz, T., Preckel, F., Pekrun, R., & Hall, N. C. (2007). Emotional experiences during test taking: Does cognitive ability make a difference? Learning and Individual Differences, 17(1), 3–16. https://doi.org/10.1016/j.lindif.2006.12.002


Preckel, F., & Holling, H. (2006). Die Rolle von Intelligenz und Begabung für Handlungskompetenz: am Beispiel beruflicher Hochbegabung. Bildung Und Erziehung, 59(2), 167–178. https://doi.org/10.7788/bue.2006.59.2.167

Preckel, F., Holling, H., & Vock, M. (2006). Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness. Psychology in the Schools, 43(3), 401–411. https://doi.org/10.1002/pits.20154

Preckel, F., Holling, H., & Wiese, M. (2006). Relationship of Intelligence and Creativity in gifted and non-gifted students: An investigation of threshold theory. Personality and Individual Differences, 40(1), 159–170. https://doi.org/10.1016/j.paid.2005.06.022


Holling, H., & Preckel, F. (2005). Self-estimates of intelligence–Methodological approaches and gender differences. Personality and Individual Differences, 38(3), 503–517. https://doi.org/10.1016/j.paid.2004.05.003

Preckel, F., & Freund, P. A. (2005). Online- versus paper-pencil-version of a high potential intelligence test. 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(2), 131–138. https://doi.org/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)


Preckel, F. (2021). Erkennen der Begabungen von Schülerinnen und Schülern: Grundlagen und Ansatzpunkte für die schulische Praxis. SchulVerwaltung Spezial, 23(4), 151–153.


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(01), 25–28. https://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, (April/Mai)(2), 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.