Lipnevich, A. A., Lopera-Oquendo, C., Tomazin, L., Gutterman, J., & Florentin, C. (2025). Unheard and Unused: Why Students Reject Teacher and Peer Feedback. Frontiers in Education, 10, 1567704.Download
Krannich, M., Calik, B., Goetz, T., Ullrich, A. L., & Lipnevich, A. (2025). Investigating the Relationship Between Boredom and Creativity: The Role of Academic Challenge. Education Sciences, 15(3), 330.Download
Bahr, J. L., Höft, L., Lipnevich, A., Meyer, J., & Jansen, T. (2025). Exploring students’ receptivity to feedback: A latent profile analysis. Assessment in Education: Principles, Policy & Practice, 1-19.Download
Zhang, K., Liu, W., Wang, Z., Goetz, T., Lipnevich, A. A., & Yanagida, T. (2024). Beyond the blues: The protective influence of adaptability and well‐being on university students’ mental health. Journal of Adolescence, 1-13, https://doi.org/10.1002/jad.12428Download
Lopera-Oquendo, C., Lipnevich, A. A., & Mañez, I. (2024). Rating writing: Comparison of holistic and analytic grading approaches in pre-service teachers. Learning and Instruction, 94, 101992.Download
Lipnevich, A. A., Janelli, M., Park, M. J., Calistro, T., & Esser, F. J. (2024). The effects of practice testing and feedback on learners’ performance and persistence in a massive open online course. Journal of Research on Technology in Education, 1–20. https://doi.org/10.1080/15391523.2024.2398513
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Tomazin, L., Lipnevich, A. A., & Lopera-Oquendo, C. (2023). Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance. Studies in Educational Evaluation, 78, 101262.Download
Goetz, T., Gogol, K., Pekrun, R., Lipnevich, A. A., Becker, E. S., Krannich, M., & Sticca, F. (2023). Our individual order of things directs how we think we feel. Cognition and Emotion. doi:10.1080/02699931.2023.2214349Download
Goetz, T., Bieleke, M., Yanagida, T., Krannich, M., Roos, A.-L., Frenzel, A. C., Lipnevich, A. A., & Pekrun, R. (2023). Test boredom: Exploring a neglected emotion. Journal of Educational Psychology.Download
Lipnevich, A. A. & Lopera-Oquendo, C. (2022). Receptivity to Instructional Feedback: A Validation Study in the Secondary School Context in Singapore. European Journal of Psychological Assessment.Download
Lipnevich, A. A., & Panadero, E. (2021). A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions. Frontiers in Education, https://doi.org/10.3389/feduc.2021.720195
Gjicali, K. & Lipnevich, A. A. (2021). Got Math Attitude? (In)direct Effects of Student Mathematics Attitudes on Intentions, Behavioral Engagement, and Mathematics Performance in the U.S. PISA. Contemporary Educational Psychology, 67, 102019.Download
Lipnevich, A. A., Murano, D., Krannich, M., & Goetz, T. (2021). Should I grade or should I comment: Links among feedback, emotions, and performance. Learning and Individual Differences, 89, 102020.Download
Lipnevich, A. A., Panadero, E., Gjicali, K., & Fraile, J. (2021). What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities. Educational Assessment, Evaluation and Accountability (Online first). doi: 10.1007/s11092-021-09357-9Download
Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A., & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction, 71, 101349. https://doi.org/10.1016/j.learninstruc.2020.101349Download
Janelli, M., & Lipnevich, A. A. (2020). Effects of pre-tests and feedback on performance outcomes and persistence in Massive Open Online Courses. Computers & Education, 104076.Download
Lipnevich, A. A., Guskey, T. R., Murano, D. M., & Smith, J. K. (2020). What do grades mean? Variation in grading criteria in American college and university courses. Assessment in Education: Principles, Policy & Practice, 1-21.Download
Van der Kleij, F. M., & Lipnevich, A. A. (2020). Student perceptions of assessment feedback: a critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 1-29.Download
Lipnevich, A. A., Gjicali, K., Asil, M., & Smith, J. K. (2020). Development of the Receptivity to Instructional Feedback scale and its links to personality. Personality and Individual Differences.Download
Murano, D., Lipnevich, A. A., Walton, K. E., Burrus, J., Way, J. D., & Anguiano-Carrasco, C. (2020). Measuring Social and Emotional Skills: Development of Self-Report Big Five Likert, Situational Judgment Test, and Forced Choice Items for Elementary School Students. Personality and Individual Differences.Download
Murano, D., Sawyer, J., & Lipnevich, A. A. (2020). A meta-analytic review of preschool social and emotional learning interventions. Review of Educational Research.Download
Lipnevich, A. A. (2019). Educating for the 21st century perspectives, policies and practices from around the world: Book Review. Asia Pacific Journal of Education.Download
Goetz, T., Keller, M., Lüdtke, O., Nett, U., & Lipnevich, A. A. (2019). The dynamics of real-time classroom emotions: Appraisals mediate the relation between students’ perceptions of teaching and their emotions. Journal of Educational Psychology. doi:10.1037/edu0000415Download
Krannich, M., Goetz, T., Lipnevich, A. A., Bieg, M., Roos, A. L., Becker, E. S., & Morger, V. (2019). Being over-or underchallenged in class: Effects on students’ career aspirations via academic self-concept and boredom. Learning and Individual Differences, 69, 206-218.Download
Kaufmann, M., Goetz, T., Lipnevich, A. A., & Pekrun, R. (2019). Do positive illusions of control foster happiness? Emotion, 19(6), 1014-1022.Download
Gjicali, K., Astuto, J., & Lipnevich, A. A. (2018). Relations among Language Comprehension, Oral Counting, and Numeral Knowledge of Ethnic and Racial Minority Young Children from Low-income Communities. Early Childhood Research Quarterly. doi: https://doi.org/10.1016/j.ecresq.2018.07.007Download
Niepel, C., Burrus, J., Greiff, S., Lipnevich, A. A., Brenneman, M. W., & Roberts, R. D. (2018). Students’ beliefs and attitudes toward mathematics across time: A longitudinal examination of the Theory of Planned Behavior. Learning and Individual Differences, 63, 24-33. doi: 10.1016/j.lindif.2018.02.010Download
Lipnevich, A. A., Credè, M., Hahn, E., Spinath, F. M., Roberts, R. D., & Preckel, F. (2017). How distinctive are morningness and eveningness from the Big Five factors of personality? A meta-analytic investigation. Journal of Personality and Social Psychology, 112, 491-509. doi: 10.1037/pspp0000099Download
Lipnevich, A. A., Preckel, F., & Krumm, S. (2016). Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality. Learning and Individual Differences, 47, 70-79. doi: 10.1016/j.lindif.2015.12.027Download
MacCann, C., Lipnevich, A. A., & Roberts, R. D. (2016). Self- and parent-rated facets of conscientiousness predict academic outcomes: But parents know best. Learning and Individual Differences, 42, 19–26Download
Krumm, S., Lievens, F., Hüffmeier, J., Lipnevich, A. A., Bendels, H., & Hertel, G. (2015). How “situational” is judgment in situational judgment tests? Journal of Applied Psychology, 100, 399-416. doi: 10.1037/a0037674Download
Lipnevich, A. A., McCallen, L., Miles Pace, K., & Smith, J. (2014). Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment in writing. Instructional Science, 42 (4), 539-559.Download
Lipnevich, A. A., Roberts, R. D. (2014). Noncognitive skills in education: Emerging research and applications in a variety of international contexts. Learning and Individual Differences, 22, 173-177.Download
Lipnevich, A. A., MacCann, C, Bertling, J., & Roberts, R. D. (2014). Emotional reactions to schools: Relationships to academic outcomes. Journal of Psychoeducational Assessment, 30, 387-401.Download
Goetz, T., Haag, L., Lipnevich, A. A., Keller, M., Frenzel, A. C., & Collier, A. P. (2014). Feeling reflects thinking: Between-domain relations of students’ academic emotions and their judgments of school domain similarity. Frontiers in Psychology.Download
Goetz, T., Frenzel, A., C., Hall, N. C., Nett, U., Pekrun, R., & Lipnevich, A. A. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion, 38 (3), 401-419.Download
Bieg, M., Goetz, T., & Lipnevich, A. A. (2014). What students think they feel is different from what they really feel: Academic self-concept moderates the discrepancy between students’ trait and state emotional self-reports. PLOS ONE, 9 (3), e92563.Download
Krumm, S., Schmidt-Atzert, L., & Lipnevich, A. A. (2014). Specific cognitive abilities at work: A brief summary from two perspectives. Journal of Personnel Psychology, 13(3), 117-125.Download
Lipnevich, A. A., McCallen, L., & Smith, J. K. (2013). School leaders’ perspectives on the effectiveness of feedback messages. Assessment Matters, 5, 74-94.Download
Goetz, T., Nett, U., Keller, M., Ludtke, O., & Lipnevich, A. A. (2013). Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains. Contemporary Educational Psychology, 383-394.Download
Krumm, S., Lipnevich, A. A., Schmidt-Atzert, L., & Buehner, M. (2012). Relational integration as a predictor of academic achievement. Learning and Individual Differences, 22, 759-769.Download
MacCann, C., Lipnevich, A. A., Burrus, J. B., & Roberts, R. D. (2012). The best years of our lives? Coping with stress predicts school grades, life satisfaction, and feelings about high school. Learning and Individual Differences, 22, 235-241.Download
MacCann, C., Lipnevich, A. A., & Roberts, R. D. (2012). New directions in assessing emotional competencies from kindergarten to college. Journal of Psychoeducational Assessment, 30, 315-319.Download
Preckel, F., Lipnevich, A. A., Boehme, K., Brandner, L., Georgi, K., Könen, T., Mursin, K., Roberts, R. D. (2012). Morningness-eveningness and educational outcomes: The lark has an advantage over the owl at high school. British Journal of Educational Psychology, 81, 114-134.Download
Preckel, F., Lipnevich, A. A., Roberts, R. D. (2011). Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation. Learning and Individual Differences, 21, 483-492.Download
Lipnevich, A. A., MacCann, C., Krumm, S., & Roberts, R. D. (2011). Math attitudes in Belarusian and US middle school students. Journal of Educational Psychology, 103, 105-118.Download
Lipnevich, A. A. & Smith, J. K. (2009). The effects of feedback on student examination performance. Journal of Experimental Psychology: Applied, 15, 319-333.Download