InstitucionesPeriodo de publicación recogido
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Stability and change in academic achievement goals: A meta-analysis of longitudinal studies
Vsevolod Scherrer, Maria Jalynskij, Andrew J. Elliot, Jasmin L. Becker, Franzis Preckel
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 116, Nº. 4, 2024, págs. 629-655
The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis
Julia M. Matthews, Michael Schneider, Franzis Preckel
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 116, Nº. 2, 2024, págs. 278-296
Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical
Moritz Breit, Julian Preuß, Vsevolod Scherrer, Tobias Moors, Franzis Preckel
Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 67, Nº 2, 2023, págs. 95-109
Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping
Markus D. Feuchter, Franzis Preckel
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 6, 2022, págs. 1477-1493
Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation
Lena Keller, Franzis Preckel, Jacquelynne Eccles, Martin Brunner
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 5, 2022, págs. 966-991
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries.
Lena Keller, Franzis Preckel, Martin Brunner
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 3, 2021, págs. 585-604
High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept.
Franzis Preckel, Isabelle Schmidt, Eva Stumpf, Monika Motschenbacher, Katharina Vogl, Vsevolod Scherrer, Wolfgang Schneider
Child development, ISSN 0009-3920, Vol. 90, Nº. 4, 2019, págs. 1185-1201
A. Katrin Arens, Isabelle Schmidt, Franzis Preckel
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 4, 2019, págs. 663-684
Effects of achievement differences for internal/external frame of reference model investigations:: A test of robustness of findings over diverse student samples
Isabelle Schmidt, Martin Brunner, Franzis Preckel
British journal of educational psychology, ISSN 0007-0998, Vol. 88, Nº. 4, 2018, págs. 513-528
Franzis Preckel, Isabelle Schmidt, Eva Stumpf, Monika Motschenbacher, Katharina Vogl, Wolfgang Schneider
Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 61, Nº 2, 2017, págs. 103-116
How distinctive are morningness and eveningness from the Big Five factors of personality?: A meta-analytic investigation.
Anastasiya A. Lipnevich, Marcus Credè, Elisabeth Hahn, Frank M. Spinath, Richard D. Roberts, Franzis Preckel
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 112, Nº. 3, 2017, págs. 491-509
Big fish in big ponds: Contrast and assimilation effects on math and verbal self-concepts of students in within-school gifted tracks
Julia Herrmann, Isabelle Schmidt, Ursula Kessels, Franzis Preckel
British journal of educational psychology, ISSN 0007-0998, Vol. 86, Nº. 2, 2016, págs. 222-240
Teachers' conceptions of gifted and average-ability students on achievement-relevant dimensions
Tanja Gabriele Baudson, Franzis Preckel
Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 60, Nº 3, 2016, págs. 212-225
Katharina Vogl, Franzis Preckel
Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 58, Nº 1, 2014, págs. 51-68
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
Christoph Niepel, Martin Brunner, Franzis Preckel
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 4, 2014, págs. 1170-1191
Franzis Preckel, Anastasiya A. Lipnevich, Katharina Boehme, Lena Brandner, Karsten Georgi, Tanja Könen, Katharina Mursin, Richard D. Roberts
British journal of educational psychology, ISSN 0007-0998, Nº. 1, 2013, págs. 114-134
Ability grouping of gifted students: Effects on academic self-concept and boredom.
Franzis Preckel, Thomas Götz, Anne C. Frenzel
British journal of educational psychology, ISSN 0007-0998, Nº. 3, 2010, págs. 451-472
Franzis Preckel, Thomas Goetz, Reinhard Pekrun, Michael Kleine
Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 52, Nº 2, 2008, págs. 146-159
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