References of "Preckel, Franzis"
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See detailTeachers’ implicit personality theories about the gifted: An experimental approach.
Baudson, Tanja Gabriele UL; Preckel, Franzis

in School Psychology Quarterly (2013), 28

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See detailDevelopment and validation of the German „Test for (Highly) Intelligent Kids (THINK)“
Baudson, Tanja Gabriele UL; Preckel, Franzis

in European Journal of Psychological Assessment (2013), 29

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See detailHochbegabung. Erkennen – Verstehen – Fördern.
Baudson, Tanja Gabriele UL; Preckel, Franzis

Book published by C. H. Beck (2013)

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See detailPISA proficiency scores predict educational outcomes
Fischbach, Antoine UL; Keller, Ulrich UL; Preckel, Franzis et al

in Learning and Individual Differences (2013), 24

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See detailDo teacher judgments of student intelligence predict life outcomes?
Fischbach, Antoine UL; Baudson, Tanja Gabriele UL; Preckel, Franzis et al

in Learning and Individual Differences (2013), 27

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See detailGender Differences in the Mean Level, Variability, and Profile Shape of Student Achievement: Results From 41 Countries
Brunner, Martin; Gogol, Katarzyna UL; Sonnleitner, Philipp UL et al

in Intelligence (2013), 41(5), 378-395

A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual ... [more ▼]

A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual differences in scores on the respective subdomains (e.g., quantity). Alternatively, a fully hierarchical conceptualization of achievement can be represented by a nested-factor model in which individual differences in subdomain-specific scores are explained by both general student achievement and specific mathematics achievement. The authors applied both models to study the gender similarity hypothesis, the greater male variability hypothesis, and the masking hypothesis, which predicts that gender differences in general student achievement mask gender differences in both the means and the variability of specific mathematics achievement. Representative data were obtained from 275,369 15-year-old students in 41 countries. The results supported these hypotheses in most countries, demonstrating that a fully hierarchical conceptualization of achievement in terms of the nested-factor model significantly contributes to a better understanding of gender differences in the mean level, variability, and shape of students’ achievement profiles. [less ▲]

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See detailAcademic self-concept and achievement goals: Do their reciprocal effects differ for over- and underachievers?
Preckel, Franzis; Niepel, Christoph UL

Scientific Conference (2012, April)

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See detailBig fish, little pond. Students' self concept and motivation in integrated and segregated gifted education
Stahl, J.; Preckel, Franzis; Niepel, Christoph UL et al

Scientific Conference (2011, August)

Detailed reference viewed: 90 (2 UL)
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See detailGeschlechtsunterschiede in Lesen und Mathematik: Ergebnisse aus 69 Ländern.
Brunner, Martin; Keller, Ulrich UL; Sonnleitner, Philipp UL et al

Scientific Conference (2011)

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See detailStruktur und Entwicklung des akademischen Selbstkonzeptes bei Gymnasialschüler/innen: Eine längsschnittliche Modellierung
Niepel, Christoph UL; Preckel, Franzis

Scientific Conference (2010, September)

Detailed reference viewed: 62 (4 UL)
See detailEffects of ability grouping of gifted students on academic self-concept
Niepel, Christoph UL; Preckel, Franzis

Scientific Conference (2010, May)

Detailed reference viewed: 60 (3 UL)
See detailBegabte Kinder finden und fördern. Ein Ratgeber für Eltern, Erzieherinnen und Erzieher, Lehrerinnen und Lehrer
Holling, Heinz; Preckel, Franzis; Vock, Miriam et al

Book published by BMBF - 2. erw. Auflage (2009)

Detailed reference viewed: 157 (1 UL)