Franzis Preckel

7.4k total citations · 2 hit papers
153 papers, 5.0k citations indexed

About

Franzis Preckel is a scholar working on Experimental and Cognitive Psychology, Social Psychology and Education. According to data from OpenAlex, Franzis Preckel has authored 153 papers receiving a total of 5.0k indexed citations (citations by other indexed papers that have themselves been cited), including 114 papers in Experimental and Cognitive Psychology, 60 papers in Social Psychology and 42 papers in Education. Recurrent topics in Franzis Preckel's work include Education, Achievement, and Giftedness (83 papers), Motivation and Self-Concept in Sports (42 papers) and Cognitive Abilities and Testing (40 papers). Franzis Preckel is often cited by papers focused on Education, Achievement, and Giftedness (83 papers), Motivation and Self-Concept in Sports (42 papers) and Cognitive Abilities and Testing (40 papers). Franzis Preckel collaborates with scholars based in Germany, Luxembourg and United States. Franzis Preckel's co-authors include Michael Schneider, Martin Brunner, Thomas Goetz, Vsevolod Scherrer, Tanja Gabriele Baudson, Anastasiya A. Lipnevich, Heinz Holling, Richard D. Roberts, Christoph Niepel and Romain Martin and has published in prestigious journals such as Journal of Personality and Social Psychology, Psychological Bulletin and PLoS ONE.

In The Last Decade

Franzis Preckel

140 papers receiving 4.8k citations

Hit Papers

Variables associated with achievement in higher education... 2014 2026 2018 2022 2017 2014 200 400 600
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. Variables associated with achievement in higher education: A systematic review of meta-analyses.
    2017 675 citations Franzis Preckel et al. Psychological Bulletin profile →
  2. “My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
    2014 330 citations Katarzyna Gogol, Martin Brunner et al. profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Franzis Preckel Germany 40 2.9k 1.9k 1.8k 782 715 153 5.0k
Birgit Spinath Germany 38 2.4k 0.8× 2.1k 1.1× 2.0k 1.1× 940 1.2× 568 0.8× 129 4.7k
Ricarda Steinmayr Germany 39 2.2k 0.8× 1.8k 1.0× 2.1k 1.2× 722 0.9× 1.1k 1.5× 119 4.6k
David W. Putwain United Kingdom 40 2.1k 0.7× 1.6k 0.8× 2.2k 1.2× 681 0.9× 1.5k 2.1× 145 4.5k
Lia M. Daniels Canada 29 1.4k 0.5× 1.6k 0.8× 1.9k 1.1× 756 1.0× 774 1.1× 99 4.2k
Robert H. Stupnisky United States 32 1.3k 0.5× 1.3k 0.7× 1.7k 1.0× 621 0.8× 658 0.9× 58 3.6k
Erika A. Patall United States 31 1.1k 0.4× 2.5k 1.3× 1.6k 0.9× 902 1.2× 816 1.1× 62 5.1k
Oliver Dickhäuser Germany 35 1.8k 0.6× 1.4k 0.8× 2.0k 1.1× 524 0.7× 1.2k 1.7× 146 4.3k
Chris S. Hulleman United States 23 3.0k 1.0× 2.6k 1.4× 2.5k 1.4× 1.4k 1.8× 462 0.6× 52 5.7k
Jiesi Guo Australia 30 1.5k 0.5× 1.6k 0.9× 1.7k 0.9× 481 0.6× 864 1.2× 80 4.1k
Ellen L. Usher United States 30 1.4k 0.5× 3.1k 1.6× 1.9k 1.0× 1.2k 1.5× 673 0.9× 74 5.6k

Countries citing papers authored by Franzis Preckel

Since Specialization
Citations

This map shows the geographic impact of Franzis Preckel's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Franzis Preckel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Franzis Preckel more than expected).

Fields of papers citing papers by Franzis Preckel

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Franzis Preckel. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Franzis Preckel. The network helps show where Franzis Preckel may publish in the future.

Co-authorship network of co-authors of Franzis Preckel

This figure shows the co-authorship network connecting the top 25 collaborators of Franzis Preckel. A scholar is included among the top collaborators of Franzis Preckel based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Franzis Preckel. Franzis Preckel is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Scherrer, Vsevolod, et al.. (2026). The Imposter Phenomenon and Perfectionism. Zeitschrift für Psychologie. 234(1-2). 52–65.
2.
Scherrer, Vsevolod, et al.. (2025). The stability of students’ academic achievement in school: A meta-analysis of longitudinal studies. Educational Research Review. 48. 100687–100687. 1 indexed citations
3.
Preckel, Franzis, et al.. (2025). Using Cognitive Diagnostic Models to Evaluate the Two-Process Theory of Matrix Reasoning. Journal of Intelligence. 13(2). 22–22.
4.
Scherrer, Vsevolod, et al.. (2024). Normierung von Tests und Fragebögen. Diagnostica. 70(4). 187–197.
5.
Preckel, Franzis, et al.. (2024). Mathematics achievement and learner characteristics: A systematic review of meta-analyses. Learning and Individual Differences. 118. 102621–102621. 1 indexed citations
6.
7.
Scherrer, Vsevolod, et al.. (2024). The stability of cognitive abilities: A meta-analytic review of longitudinal studies.. Psychological Bulletin. 150(4). 399–439. 17 indexed citations
8.
Lavrijsen, Jeroen, Franzis Preckel, & Karine Verschueren. (2023). Seeking, mastering, and enjoying cognitive effort: Scrutinizing the role of need for cognition in academic achievement. Learning and Individual Differences. 107. 102363–102363. 10 indexed citations
9.
Preckel, Franzis, et al.. (2023). Gender differences in academic boredom and its development in secondary school. Learning and Individual Differences. 108. 102379–102379. 2 indexed citations
10.
11.
Scherrer, Vsevolod, et al.. (2023). Students’ intelligence test results after six and sixteen months of irregular schooling due to the COVID-19 pandemic. PLoS ONE. 18(3). e0281779–e0281779. 3 indexed citations
12.
Müllensiefen, Daniel, et al.. (2020). Was denken Musikschullehrkräfte über musikalisch hochbegabte Schülerinnen und Schüler?. 11. 1–33. 1 indexed citations
13.
14.
Gogol, Katarzyna, Martin Brunner, Franzis Preckel, Thomas Goetz, & Romain Martin. (2016). Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety. Frontiers in Psychology. 7. 356–356. 36 indexed citations
15.
Baudson, Tanja Gabriele, et al.. (2015). THINK 1–4: Test zur Erfassung der Intelligenz im Grundschulalter.. Open Repository and Bibliography (University of Luxembourg). 3 indexed citations
16.
Strobel, Anja, et al.. (2014). Need for cognition in children and adolescents. Correlates and relations to intelligence and academic performance. Learning and Individual Differences. 1 indexed citations
17.
Brunner, Martin, Christian Geiser, Franzis Preckel, et al.. (2012). Stability and change in intelligence from age 12 to age 52: Results from the Luxembourg MAGRIP study.. Developmental Psychology. 49(8). 1529–1543. 28 indexed citations
18.
Preckel, Franzis, et al.. (2012). Morningness‐eveningness and educational outcomes: the lark has an advantage over the owl at high school. British Journal of Educational Psychology. 83(1). 114–134. 100 indexed citations
19.
Preckel, Franzis, Thomas Götz, & Anne C. Frenzel. (2010). Ability grouping of gifted students: Effects on academic self‐concept and boredom. British Journal of Educational Psychology. 80(3). 451–472. 120 indexed citations
20.
Goetz, Thomas, et al.. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety Stress & Coping. 21(2). 185–198. 74 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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