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Sprachfreie Intelligenztests für Kinder und Jugendliche Darstellung und vergleichende Betrachtung von CFT 1–R, CFT 20–R, SPM, CPM, WMT-2, BOMAT – Standard

Sprache, Stimme. Gehör, 2016-04, Vol.40 (1), p.25-28

2016

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

Personality and individual differences, 2006, Vol.40 (1), p.159-170

2006

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Sprachfreie Intelligenztests für Kinder und Jugendliche Darstellung und vergleichende Betrachtung von CFT 1-R, CFT 20-R, SPM, CPM, WMT-2, BOMAT - Standard

Sprache, Stimme. Gehör, 2016-03, Vol.40 (1), p.25

2016

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Psychosocial Skills and School Systems in the 21st Century: Theory, Research, and Practice

1, 2016

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Structural models of achievement motivation

Personality and individual differences, 2014-04, Vol.60, p.S70-S70

2014

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

Psychology in the schools, 2006-03, Vol.43 (3), p.401-411

2006

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Self-estimates of intelligence––methodological approaches and gender differences

Personality and individual differences, 2005-02, Vol.38 (3), p.503-517

2005

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Diagnostik von Hochbegabung

2010

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

Swiss journal of psychology, 2003-06, Vol.62 (2), p.131-138

2003

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Self-Concept: Determinants and Consequences of Academic Self-Concept in School Contexts

Psychosocial Skills and School Systems in the 21st Century, p.187-214

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Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework

Psychosocial Skills and School Systems in the 21st Century, p.241-278

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Creatively Gifted Students Are Not Like Other Gifted Students: Research, Theory, and Practice

1, 2013

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Academic Emotions and Their Regulation via Emotional Intelligence

Psychosocial Skills and School Systems in the 21st Century, p.279-298

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Applying Social Cognitive Theory in the Development of Self-Regulated Competencies Throughout K-12 Grades

Psychosocial Skills and School Systems in the 21st Century, p.215-239

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The Need for Cognition: Key Concepts, Assessment, and Role in Educational Outcomes

Psychosocial Skills and School Systems in the 21st Century, p.115-132

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Test Standards and Psychometric Modeling

Psychosocial Skills and School Systems in the 21st Century, p.29-55

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Psychosocial Skills: Essential Components of Development and Achievement in K-12

Psychosocial Skills and School Systems in the 21st Century, p.3-27

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Conscientiousness in Education: Its Conceptualization, Assessment, and Utility

Psychosocial Skills and School Systems in the 21st Century, p.155-185

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Personality Development During the School-Aged Years: Implications for Theory, Research, and Practice

Psychosocial Skills and School Systems in the 21st Century, p.93-111

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Teaching Emotional Intelligence in Schools: An Evidence-Based Approach

Psychosocial Skills and School Systems in the 21st Century, p.325-346

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Understanding Creativity in the Schools

Psychosocial Skills and School Systems in the 21st Century, p.133-153

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Psychosocial Constructs: Knowns, Unknowns, and Where do we go From Here?

Psychosocial Skills and School Systems in the 21st Century, p.375-394

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Psychosocial Skills in Large-Scale Assessments: Trends, Challenges, and Policy Implications

Psychosocial Skills and School Systems in the 21st Century, p.347-372

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Fostering Psychosocial Skills: School-Based Promotion of Resiliency in Children and Adolescents

Psychosocial Skills and School Systems in the 21st Century, p.301-324

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Aligning Mission and Measurement

Psychosocial Skills and School Systems in the 21st Century, p.57-92

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Sprachfreie Intelligenztests für Kinder und Jugendliche Darstellung und vergleichende Betrachtung von CFT 1–R, CFT 20–R, SPM, CPM, WMT-2, BOMAT – Standard

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

Sprachfreie Intelligenztests für Kinder und Jugendliche Darstellung und vergleichende Betrachtung von CFT 1-R, CFT 20-R, SPM, CPM, WMT-2, BOMAT - Standard

Psychosocial Skills and School Systems in the 21st Century: Theory, Research, and Practice

Structural models of achievement motivation

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

Self-estimates of intelligence––methodological approaches and gender differences

Diagnostik von Hochbegabung

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

Self-Concept: Determinants and Consequences of Academic Self-Concept in School Contexts

Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework

Creatively Gifted Students Are Not Like Other Gifted Students: Research, Theory, and Practice

Academic Emotions and Their Regulation via Emotional Intelligence

Applying Social Cognitive Theory in the Development of Self-Regulated Competencies Throughout K-12 Grades

The Need for Cognition: Key Concepts, Assessment, and Role in Educational Outcomes

Test Standards and Psychometric Modeling

Psychosocial Skills: Essential Components of Development and Achievement in K-12

Conscientiousness in Education: Its Conceptualization, Assessment, and Utility

Personality Development During the School-Aged Years: Implications for Theory, Research, and Practice

Teaching Emotional Intelligence in Schools: An Evidence-Based Approach

Understanding Creativity in the Schools

Psychosocial Constructs: Knowns, Unknowns, and Where do we go From Here?

Psychosocial Skills in Large-Scale Assessments: Trends, Challenges, and Policy Implications

Fostering Psychosocial Skills: School-Based Promotion of Resiliency in Children and Adolescents

Aligning Mission and Measurement

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