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