Jörn R. Sparfeldt

发表

Intelligence in action. Effective strategic behaviors while solving complex problems.

Samuel Greiff, Ronny Scherer, Christin Lotz, 2017 .

Not Read, but Nevertheless Solved? Three Experiments on PIRLS Multiple Choice Reading Comprehension Test Items

Detlef H. Rost, D. H. Rost, Jörn R. Sparfeldt, 2012 .

Complex problem solving in educational contexts. Still something beyond a “good g”?

Samuel Greiff, Samuel Greiff, Christin Lotz, 2016 .

Achievement goals and academic achievement: A closer look at moderating factors

Ricarda Steinmayr, Martin Pinquart, M. Pinquart, 2013 .

The logic of success: the relation between complex problem-solving skills and university achievement

Samuel Greiff, Christoph Niepel, Nicolas Becker, 2018 .

Blocked Versus Randomized Format of Questionnaires

Detlef H. Rost, D. H. Rost, Jörn R. Sparfeldt, 2006 .

Reliability and Validity of PIRLS and TIMSS: Does the Response Format Matter?

Jörn R. Sparfeldt, Johannes Schult, 2016, European Journal of Psychological Assessment.

The moderating effect of prior knowledge on the relationship between intelligence and complex problem solving – Testing the Elshout-Raaheim hypothesis

Samuel Greiff, Jörn R. Sparfeldt, Julius J. Weise, 2020 .

Measurement Invariance of Test Anxiety Across Four School Subjects

Christoph Niepel, D. H. Rost, Jörn R. Sparfeldt, 2021, European Journal of Psychological Assessment.

Focusing on eigendynamic effects promotes students' performance in complex problem solving: A log-file analysis of strategic behavior

Samuel Greiff, Jörn R. Sparfeldt, Julius J. Weise, 2022, Comput. Educ..

Leistungsängstlichkeit: Facetten, Fächer, Fachfacetten? Zur Trennbarkeit nach Angstfacette und Inhaltsbereich 1 Test Anxiety: The Relevance of Anxiety Facets as well as School Subjects

D. Rost, Jörn R. Sparfeldt, Susanne R. Schilling, 2005 .

Does test anxiety increase as the exam draws near? – Students' state test anxiety recorded over the course of one semester

Christin Lotz, Jörn R. Sparfeldt, 2017 .

g's little helpers – VOTAT and NOTAT mediate the relation between intelligence and complex problem solving

Samuel Greiff, Ronny Scherer, Christin Lotz, 2022, Intelligence.

Do non-g factors of cognitive ability tests align with specific academic achievements? A combined bifactor modeling approach

Jörn R. Sparfeldt, Johannes Schult, 2016 .

Sex differences in achievement goals: do school subjects matter?

Ricarda Steinmayr, D. H. Rost, Jörn R. Sparfeldt, 2019, European Journal of Psychology of Education.

Academic competence and affect self-concepts in elementary school students: Social and dimensional comparisons

Rebecca Schneider, Jörn R. Sparfeldt, 2019, Social Psychology of Education.

Consistent g- as well as consistent verbal-, numerical- and figural-factors in nested factor models? Confirmatory factor analyses using three test batteries

Jörn R. Sparfeldt, Sonja Valerius, 2014 .

Is it Enough to Be Willing to Win or Do You Have to Be Smart? The Relationship between Competitive Worldviews, Cognitive Abilities, and Applicant Faking in Personality Tests

Cornelius J. König, Nicolas Becker, Jörn R. Sparfeldt, 2020 .

Test Anxiety in Written and Oral Examinations.

O. Christ, D. H. Rost, Jörn R. Sparfeldt, 2013 .

Families with Gifted Adolescents

D. H. Rost, Jörn R. Sparfeldt, Susanne R. Schilling, 2006 .

Sex differences in achievement goals: do school subjects matter?

Ricarda Steinmayr, D. H. Rost, Jörn R. Sparfeldt, 2020, European Journal of Psychology of Education.

Content-specific achievement motives

D. H. Rost, Jörn R. Sparfeldt, 2011 .

Gifted and not Creative? On the Creativity of Intellectually Gifted Children and Adolescents

Jörn R. Sparfeldt, Linda Wirthwein, 2009 .

Teaching the underlying rules of figural matrices in a short video increases test scores

Nicolas Becker, F. Spinath, Jörn R. Sparfeldt, 2020 .

The logic of success: the relation between complex problem-solving skills and university achievement

Matthias Stadler, Nicolas Becker, Christoph Niepel, 2017, Higher Education.

A latent growth curve analysis of state test anxiety in successive days of before and after an examination and in relations to trait test anxiety

Christin Lotz, Jörn R. Sparfeldt, Tobias Ringeisen, 2021, Learning and Individual Differences.

Vocational interests of gifted adolescents

Jörn R. Sparfeldt, 2007 .

Differential relevance of intelligence and motivation for grades and competence tests in mathematics

Rebecca Schneider, Christin Lotz, Jörn R. Sparfeldt, 2018, Learning and Individual Differences.

General versus specific achievement goals : A re-examination

D. H. Rost, Jörn R. Sparfeldt, Johannes Schult, 2015 .

Compulsory Military Service and Personality Development

Jörn R. Sparfeldt, Johannes Schult, 2015 .

How to Get Better: Taking Notes Mediates the Effect of a Video Tutorial on Number Series

Jörn R. Sparfeldt, Benedikt Schneider, 2021, Journal of Intelligence.

How to solve number series items: Can watching video tutorials increase test scores?

Jörn R. Sparfeldt, Benedikt Schneider, 2021, Intelligence.

Excellent Scholastic Achievement with Average Intelligence - Overachievement in Secondary School

D. H. Rost, Jörn R. Sparfeldt, Susanne R. Buch, 2010 .

Academic competence and affect self-concepts in elementary school students: Social and dimensional comparisons

Rebecca Schneider, Jörn R. Sparfeldt, 2020 .

Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach

D. H. Rost, O. Dickhäuser, Jörn R. Sparfeldt, 2005 .

Assessing Personality With Multi-Descriptor Items: More Harm Than Good?

Rebecca Schneider, Jörn R. Sparfeldt, Johannes Schult, 2019, European Journal of Psychological Assessment.

Social and dimensional comparison effects in general and domain-specific test anxiety: a nested factor modeling approach

Christoph Niepel, Samuel Greiff, Jörn R. Sparfeldt, 2023, Current Psychology.

Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students

Jörn R. Sparfeldt, F. Perels, Laura Dörrenbächer-Ulrich, 2024, Metacognition and Learning.

Academic procrastination mediates the relation between conscientiousness and academic achievement

Jörn R. Sparfeldt, Sarah Schwabe, 2024, Personality and Individual Differences.