World's Best Scientists 2026 revealed!
Franzis Preckel

Franzis Preckel

D-Index & Metrics

Psychology

D-Index
46
Citations
8842
World Ranking
6413
National Ranking
305

Overview

Franzis Preckel is affiliated with the University of Trier in Germany and has contributed extensively to the fields of psychology and social sciences. Their research encompasses a variety of subfields including experimental and cognitive psychology, education, social psychology, clinical psychology, and developmental and educational psychology.

The scientist's work focuses on a range of topics primarily related to education, achievement, giftedness, and cognitive abilities. Additional main research interests include early childhood education and development, motivation and self-concept in sports, creativity in education and neuroscience, parental involvement in education, and school choice and performance.

Franzis Preckel has published important studies in well-regarded venues with multiple papers appearing in the Journal of Educational Psychology, Journal of Intelligence, Learning and Individual Differences, PLoS ONE, and Diagnostica.

  • Journal of Educational Psychology
  • Journal of Intelligence
  • Learning and Individual Differences
  • PLoS ONE
  • Diagnostica

Their frequent coauthors include Vsevolod Scherrer, Moritz Breit, Martin Brunner, Jessica Gnas, and Elena Mack, with numerous collaborations spanning many publications, indicating a strong network in their research community.

  • Vsevolod Scherrer
  • Moritz Breit
  • Martin Brunner
  • Jessica Gnas
  • Elena Mack

A selection of recent papers by Franzis Preckel highlights their contributions to psychological and educational research:

  • Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research, 2020, Perspectives on Psychological Science

Preckel has also authored books contributing to the understanding of giftedness and talent including:

  • Giftedness and Talent, 2024, Hogrefe Publishing eBooks
  • Hochbegabung, 2020, Hogrefe Verlag

Their publication record reflects sustained engagement with education and psychology related to achievement and cognitive functioning, supported by multiple citations for their work. The diversity of research topics and multidisciplinary collaborations illustrate an active role in advancing understanding in these fields.

Best Publications

  • Variables associated with achievement in higher education: A systematic review of meta-analyses.

    Michael Schneider;Franzis Preckel

  • Gender Differences in Gifted and Average-Ability Students: Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics.

    Franzis Preckel;Thomas Goetz;Reinhard Pekrun;Michael Kleine

  • “My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures

    Katarzyna Gogol;Martin Brunner;Thomas Goetz;Romain Martin

  • Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory

    Franzis Preckel;Heinz Holling;Michaela Wiese

  • Ability grouping of gifted students: Effects on academic self‐concept and boredom

    Franzis Preckel;Thomas Götz;Anne C. Frenzel

  • Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation☆

    Franzis Preckel;Anastasiya A. Lipnevich;Sandra Schneider;Richard D. Roberts

  • Teachers' implicit personality theories about the gifted: An experimental approach.

    Tanja Gabriele Baudson;Franzis Preckel

  • Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies:

    Vsevolod Scherrer;Franzis Preckel

  • Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness

    Franzis Preckel;Heinz Holling;Miriam Vock

  • Full-Time Ability Grouping of Gifted Students Impacts on Social Self-Concept and School-Related Attitudes

    Katharina Vogl;Franzis Preckel

  • Morningness-Eveningness and Educational Outcomes: The Lark Has an Advantage over the Owl at High School.

    Franzis Preckel;Anastasiya A. Lipnevich;Katharina Boehme;Lena Brandner

  • Emotional experiences during test taking : does cognitive ability make a difference?

    Thomas Goetz;Franzis Preckel;Reinhard Pekrun;Nathan C. Hall

  • Big fish in big ponds: a multilevel analysis of test anxiety and achievement in special gifted classes.

    Thomas Goetz;Franzis Preckel;Moshe Zeidner;Esther Schleyer

  • Self-concept in adolescence: a longitudinal study on reciprocal effects of self-perceptions in academic and social domains.

    Franzis Preckel;Christoph Niepel;Marian Schneider;Martin Brunner

  • 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

  • Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality

    Anastasiya A. Lipnevich;Franzis Preckel;Stefan Krumm

  • The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept

    Franzis Preckel;Matthias Brüll

  • Gifted and Maladjusted? Implicit Attitudes and Automatic Associations Related to Gifted Children

    Franzis Preckel;Tanja Gabriele Baudson;Sabine Krolak-Schwerdt;Sabine Glock

  • Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research:

    Franzis Preckel;Jessika Golle;Roland Grabner;Linda Jarvin

  • Online- versus paper-pencil-version of a high potential intelligence test

    Franzis Preckel;Helge Thiemann

  • Development of achievement goals and their relation to academic interest and achievement in adolescence: A review of the literature and two longitudinal studies

    Vsevolod Scherrer;Franzis Preckel;Isabelle Schmidt;Andrew J. Elliot

  • Ability Grouping of Gifted Students : Effects on Academic Self-Concept and Boredom

    Thomas Götz;Franzis Preckel;Anne Christiane Frenzel

Frequent Co-Authors

Thomas Goetz
Thomas Goetz University of Vienna
Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Wolfgang Schneider
Wolfgang Schneider University of Würzburg
Moshe Zeidner
Moshe Zeidner University of Haifa
Anne C. Frenzel
Anne C. Frenzel Ludwig-Maximilians-Universität München
Frank M. Spinath
Frank M. Spinath Saarland University
Nathan C. Hall
Nathan C. Hall McGill University
Oliver Wilhelm
Oliver Wilhelm University of Ulm

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

If you are considering a career in psychology or counseling, there are a variety of online degree programs and pathways to help you achieve your goals. Many students look for flexible and accelerated options that allow them to enter the workforce as quickly as possible.

Those interested in becoming counselors can explore different routes depending on their state. For example, you can learn about the quickest path to becoming a counselor in Texas. If you reside in Utah, there are specific Utah fastest counseling programs tailored for accelerated entry into the profession.

In addition, Vermont offers information on the fastest way to become a counselor in Vermont, while those in Virginia can review Virginia accelerated counseling programs. Each pathway has unique education requirements, licensing steps, and opportunities for online study.

Exploring these options can help you find the right fit, empower your educational journey, and accelerate your entrance into the counseling field.

Best Scientists Citing Franzis Preckel

Trending Scientists