Franzis Preckel
University of Trier
Developmental psychologyMathematics educationGermanHumanitiesPsychologyNeed for achievementIntelligence quotientCognitionConscientiousnessPolitical scienceCognitive psychologyPersonalitySelf-conceptReciprocalTest (assessment)Academic achievementBig Five personality traitsMultilevel modelNeed for cognitionAnxietyStructural equation modelingGifted educationApplied psychologySocial psychology
217Publications
28H-index
2,487Citations
Publications 217
Newest
#1Elena Mack (University of Trier)
#2Moritz Breit (University of Trier)H-Index: 2
Last. Franzis Preckel (University of Trier)H-Index: 28
view all 5 authors...
Abstract We present a working theory of person-related predictors of talent development in natural science during elementary school. The working theory resulted from the juxtaposition of scientific findings and teachers' expertise. The results showed that both teachers and researchers conceive of talent development in natural science as a complex process including abilities, personality traits, and skills as predictors. However, teachers focused mainly on skills whereas the scientific literature...
Source
#1Johannes Stricker (University of Trier)H-Index: 7
#2Franzis Preckel (University of Trier)H-Index: 28
Perfectionism is a multidimensional personality trait whose facets differentially relate to indicators of psychological functioning, such as global self-esteem. There has been some theoretical disa...
Source
#1Lena KellerH-Index: 2
#2Franzis PreckelH-Index: 28
Last. Martin BrunnerH-Index: 38
view all 4 authors...
Source
#1Vsevolod Scherrer (University of Trier)H-Index: 7
#2Franzis Preckel (University of Trier)H-Index: 28
We provide a systematic review of findings on the relation between circadian preference and school achievement published after the last comprehensive review in 2015. We further test this relation in a longitudinal study. Our review of 26 studies revealed a positive relation between morningness and students' school achievement, and a negative relation between eveningness and school achievement. In most studies, these relations were not affected by students' age, sex, or intelligence, but were sig...
Source
#1Cäcilia LuongH-Index: 1
#2Anja StrobelH-Index: 10
Last. Franzis PreckelH-Index: 28
view all 6 authors...
Source
#1Moritz Breit (University of Trier)H-Index: 2
#2Vsevolod Scherrer (University of Trier)H-Index: 7
Last. Franzis Preckel (University of Trier)H-Index: 28
view all 3 authors...
Abstract Individuals' general intelligence is highly stable over time and strong empirical evidence supports its validity for diagnostic purposes. Frequently, general intelligence is assessed as a composite of different specific cognitive abilities (e.g., verbal, numerical, figural ability). In previous research, these specific abilities only showed marginal stabilities, challenging their validity for diagnostic purposes. However, this research was conducted with samples of predominantly average...
Source
#1Lena KellerH-Index: 2
#2Franzis PreckelH-Index: 28
Last. Martin BrunnerH-Index: 38
view all 3 authors...
Source
#1Jeroen Lavrijsen (Katholieke Universiteit Leuven)H-Index: 6
#2Franzis Preckel (University of Trier)H-Index: 28
Last. Karine Verschueren (Katholieke Universiteit Leuven)H-Index: 39
view all 5 authors...
Abstract One important predictor of students' intrinsic motivation and schoolwork engagement is the balance between schoolwork difficulty and student skill level, such that students are adequately challenged. However, the question arises whether this is equally true for all students or whether there are students for whom having adequately challenging schoolwork is even more important than for others. In this study, we investigated whether students' cognitive ability and their need for cognition ...
Source
#1Moritz Breit (University of Trier)H-Index: 2
#2Martin Brunner (University of Potsdam)H-Index: 38
Last. Franzis Preckel (University of Trier)H-Index: 28
view all 3 authors...
Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing the need for studies that examine both effects simultaneously in this age group with appropriate statistical methods. Part 2 presents an empirical study ...
2 CitationsSource
#1A. Katrin Arens (Leibniz Association)H-Index: 18
#2Malte JansenH-Index: 11
Last. Martin Brunner (University of Potsdam)H-Index: 38
view all 5 authors...
The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a highe...
Source