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Franzis Preckel

Chair of Giftedness Research and Education

University of Trier

Germany

Research Interests

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Professors in Germany

Articles (19)

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2026

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Collaborators (7)

Thomas Goetz

Full Professor

Universität Wien

AUSTRIA

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Anne Katrin Arens

DIPF | Leibniz Institute for Research and Information in Education

GERMANY

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Vsevolod Scherrer

University of Trier

GERMANY

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Martin Brunner

University of Potsdam

GERMANY

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Michael Schneider

Full professor

University of Trier

GERMANY

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Karine Verschueren

Full Professor

KU Leuven

BELGIUM

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Lena Kristina Keller

Assistant Professor

Kiel University

GERMANY

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Franzis Preckel

Research Interests

Explore related searches

Articles (19)

The development of need for cognition in elementary to secondary education: A 6-year longitudinal study of a representative sample.

High math anxiety is associated with lower math achievement across 90 countries: An individual participant data meta-analysis of representative student and adult samples.

Motivation and Gifted Adolescents

The Imposter Phenomenon and Perfectionism

Is Boredom the Opposite of Interest? A Longitudinal Reciprocal Effect Study

Need for Cognition Predicts Academic Interest Development but Not the Other Way Around: A Longitudinal Study of Secondary School Students

Effects of Proctoring on Online Intelligence Measurement: A Literature Overview and an Empirical Study

Distinct constructs with a common core: modelling neuroticism, self-esteem, and generalized self-efficacy using bifactor exploratory structural equation modelling

Faktorstruktur und Messkomplexität des BFI-K

Teachers’ Motivational Orientations in Grading (TMOG) Questionnaire

Using Cognitive Diagnostic Models to Evaluate the Two-Process Theory of Matrix Reasoning

How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability

Crystallized Intelligence, Fluid Intelligence, and Need for Cognition: Their Longitudinal Relations in Adolescence

Normierung von Tests und Fragebögen

The stability of cognitive abilities: A meta-analytic review of longitudinal studies.

Becoming a “Hungry Mind”: Stability and Change in Need for Cognition across Adolescence

A Theoretical Framework for the Development of Need for Cognition in Childhood and Adolescence

The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.

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

Collaborators (7)

Thomas Goetz

Anne Katrin Arens

Vsevolod Scherrer

Martin Brunner

Michael Schneider

Karine Verschueren

Lena Kristina Keller

Make your next move.

Franzis Preckel

Research Interests

Explore related searches

Articles (19)

The development of need for cognition in elementary to secondary education: A 6-year longitudinal study of a representative sample.

High math anxiety is associated with lower math achievement across 90 countries: An individual participant data meta-analysis of representative student and adult samples.

Motivation and Gifted Adolescents

The Imposter Phenomenon and Perfectionism

Is Boredom the Opposite of Interest? A Longitudinal Reciprocal Effect Study

Need for Cognition Predicts Academic Interest Development but Not the Other Way Around: A Longitudinal Study of Secondary School Students

Effects of Proctoring on Online Intelligence Measurement: A Literature Overview and an Empirical Study

Distinct constructs with a common core: modelling neuroticism, self-esteem, and generalized self-efficacy using bifactor exploratory structural equation modelling

Faktorstruktur und Messkomplexität des BFI-K

Teachers’ Motivational Orientations in Grading (TMOG) Questionnaire

Using Cognitive Diagnostic Models to Evaluate the Two-Process Theory of Matrix Reasoning

How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability

Crystallized Intelligence, Fluid Intelligence, and Need for Cognition: Their Longitudinal Relations in Adolescence

Normierung von Tests und Fragebögen

The stability of cognitive abilities: A meta-analytic review of longitudinal studies.

Becoming a “Hungry Mind”: Stability and Change in Need for Cognition across Adolescence

A Theoretical Framework for the Development of Need for Cognition in Childhood and Adolescence

The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.

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

Collaborators (7)

Thomas Goetz

Anne Katrin Arens

Vsevolod Scherrer

Martin Brunner

Michael Schneider

Karine Verschueren

Lena Kristina Keller

Make your next move.

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