| Variables associated with achievement in higher education: A systematic review of meta-analyses. M Schneider, F Preckel Psychological bulletin 143 (6), 565, 2017 | 1238 | 2017 |
| Gender differences in gifted and average-ability students: Comparing girls' and boys' achievement, self-concept, interest, and motivation in mathematics F Preckel, T Goetz, R Pekrun, M Kleine Gifted child quarterly 52 (2), 146-159, 2008 | 491 | 2008 |
| “My questionnaire is too long!” The assessments of motivational-affective constructs with three-item and single-item measures K Gogol, M Brunner, T Goetz, R Martin, S Ugen, U Keller, A Fischbach, ... Contemporary Educational Psychology 39 (3), 188-205, 2014 | 406 | 2014 |
| Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory F Preckel, H Holling, M Wiese Personality and individual differences 40 (1), 159-170, 2006 | 399 | 2006 |
| Ability grouping of gifted students: Effects on academic self‐concept and boredom F Preckel, T Götz, A Frenzel British Journal of educational psychology 80 (3), 451-472, 2010 | 349 | 2010 |
| Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation F Preckel, AA Lipnevich, S Schneider, RD Roberts Learning and Individual Differences 21 (5), 483-492, 2011 | 305 | 2011 |
| Teachers' implicit personality theories about the gifted: an experimental approach. TG Baudson, F Preckel School psychology quarterly 28 (1), 37, 2013 | 254 | 2013 |
| Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness F Preckel, H Holling, M Vock Psychology in the Schools 43 (3), 401-411, 2006 | 230 | 2006 |
| Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes K Vogl, F Preckel Gifted Child Quarterly 58 (1), 51-68, 2014 | 224 | 2014 |
| Development of motivational variables and self-esteem during the school career: A meta-analysis of longitudinal studies V Scherrer, F Preckel Review of educational research 89 (2), 211-258, 2019 | 215 | 2019 |
| Hochbegabung: Forschungsergebnisse und Fördermöglichkeiten H Holling, UP Kanning, AJ Wittmann, F Preckel Hogrefe, 1999 | 195 | 1999 |
| Intelligenzdiagnostik H Holling, F Preckel, M Vock Hogrefe Verlag GmbH & Company KG, 2004 | 194 | 2004 |
| Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes T Goetz, F Preckel, M Zeidner, E Schleyer Anxiety, Stress, & Coping 21 (2), 185-198, 2008 | 184 | 2008 |
| Self-concept in adolescence: A longitudinal study on reciprocal effects of self-perceptions in academic and social domains F Preckel, C Niepel, M Schneider, M Brunner Journal of adolescence 36 (6), 1165-1175, 2013 | 180 | 2013 |
| Morningness‐eveningness and educational outcomes: The lark has an advantage over the owl at high school F Preckel, AA Lipnevich, K Boehme, L Brandner, K Georgi, T Könen, ... British Journal of Educational Psychology 83 (1), 114-134, 2013 | 168 | 2013 |
| Hochbegabung: Ein Lehrbuch zu Grundlagen, Diagnostik und Fördermöglichkeiten F Preckel, M Vock Hogrefe Verlag GmbH & Company KG, 2020 | 158 | 2020 |
| Emotional experiences during test taking: Does cognitive ability make a difference? T Goetz, F Preckel, R Pekrun, NC Hall Learning and Individual Differences 17 (1), 3-16, 2007 | 158 | 2007 |
| The longitudinal interplay of students’ academic self-concepts and achievements within and across domains: Replicating and extending the reciprocal internal/external frame of … C Niepel, M Brunner, F Preckel Journal of Educational Psychology 106 (4), 1170, 2014 | 155 | 2014 |
| The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept F Preckel, M Brüll Learning and Individual Differences 20 (5), 522-531, 2010 | 142 | 2010 |
| Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality AA Lipnevich, F Preckel, S Krumm Learning and Individual Differences 47, 70-79, 2016 | 133 | 2016 |
Martin BrunnerProfessor for Quantitative Methods in Educational Research, University of PotsdamVerified email at uni-potsdam.de
