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Plos One
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March 8, 2023
Students' intelligence test results after six and sixteen months of irregular schooling due to the COVID-19 pandemic
Moritz Breit, Vsevolod Scherrer, Joshua Blickle, et al.
Psychological Methods
|
March 27, 2023
Why the use of segmented regression analysis to explore change in relations between variables is problematic: A simulation study
Moritz Breit, Julian Preuß, Vsevolod Scherrer, et al.
Developmental Psychology
|
February 14, 2020
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, et al.
Psychological Bulletin
|
February 8, 2024
The stability of cognitive abilities: A meta-analytic review of longitudinal studies
Moritz Breit, Vsevolod Scherrer, Elliot M Tucker-Drob, et al.
Frontiers in Psychology
|
March 26, 2016
Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety
Katarzyna Gogol, Martin Brunner, Franzis Preckel, et al.
Psychological Bulletin
|
April 23, 2026
High math anxiety is associated with lower math achievement across 90 countries: An individual participant data meta-analysis of representative student and adult samples
Martin Brunner, Franzis Preckel, Thomas Götz, et al.
Journal of Intelligence
|
October 25, 2024
Becoming a "Hungry Mind": Stability and Change in Need for Cognition across Adolescence
Jeroen Lavrijsen, Evelien Aerts, Franzis Preckel, et al.
Journal of Intelligence
|
September 26, 2025
Effects of Proctoring on Online Intelligence Measurement: A Literature Overview and an Empirical Study
Vsevolod Scherrer, Nicolai Petry, Moritz Breit, et al.
Child Development
|
November 25, 2017
High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept
Franzis Preckel, Isabelle Schmidt, Eva Stumpf, et al.
Developmental Psychology
|
November 15, 2012
Stability and change in intelligence from age 12 to age 52: results from the Luxembourg MAGRIP study
Daniela Schalke, Martin Brunner, Christian Geiser, et al.
Page
of 4
Search research articles
Search
Showing results (21-30 of 37) with videos related to
Sort By:
Page
of 4
Plos One
|
March 8, 2023
Students' intelligence test results after six and sixteen months of irregular schooling due to the COVID-19 pandemic
Moritz Breit, Vsevolod Scherrer, Joshua Blickle, et al.
Psychological Methods
|
March 27, 2023
Why the use of segmented regression analysis to explore change in relations between variables is problematic: A simulation study
Moritz Breit, Julian Preuß, Vsevolod Scherrer, et al.
Developmental Psychology
|
February 14, 2020
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, et al.
Psychological Bulletin
|
February 8, 2024
The stability of cognitive abilities: A meta-analytic review of longitudinal studies
Moritz Breit, Vsevolod Scherrer, Elliot M Tucker-Drob, et al.
Frontiers in Psychology
|
March 26, 2016
Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety
Katarzyna Gogol, Martin Brunner, Franzis Preckel, et al.
Psychological Bulletin
|
April 23, 2026
High math anxiety is associated with lower math achievement across 90 countries: An individual participant data meta-analysis of representative student and adult samples
Martin Brunner, Franzis Preckel, Thomas Götz, et al.
Journal of Intelligence
|
October 25, 2024
Becoming a "Hungry Mind": Stability and Change in Need for Cognition across Adolescence
Jeroen Lavrijsen, Evelien Aerts, Franzis Preckel, et al.
Journal of Intelligence
|
September 26, 2025
Effects of Proctoring on Online Intelligence Measurement: A Literature Overview and an Empirical Study
Vsevolod Scherrer, Nicolai Petry, Moritz Breit, et al.
Child Development
|
November 25, 2017
High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept
Franzis Preckel, Isabelle Schmidt, Eva Stumpf, et al.
Developmental Psychology
|
November 15, 2012
Stability and change in intelligence from age 12 to age 52: results from the Luxembourg MAGRIP study
Daniela Schalke, Martin Brunner, Christian Geiser, et al.
Page
of 4