Publikationen

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E-Mail:marco.koch(at)uni-saarland.de
 

[12] Hofer, S. I., Reinhold, F., Hulaj, D., Koch, M., & Heine, J.-H. (2022). What Matters for Boys Does Not Necessarily Matter for Girls: Gender-Specific Relations between Perceived Self-Determination, Engagement, and Performance in School Mathematics. Education Sciences. 12.
https://doi.org/10.3390/educsci12110775

[11] Koch, M., Spinath, F. M., Greiff, S., & Becker, N. (2022). Development and Validation of the Open Matrices Item Bank. Journal of Intelligence. 10(3)
https://doi.org/10.3390/jintelligence10030041

[10] Schäfer, S. K., Sopp, M. R., Koch, M., Göritz, A. S., & Michael, T. (2022). The long-term buffering effect of sense of coherence on psychopathological symptoms during the first year of the COVID-19 pandemic: A prospective observational study. Journal of Psychiatric Research.
https://doi.org/10.1016/j.jpsychires.2022.07.004

[9] Levacher, J., Koch, M., Bungart, M., Spinath, F. M., & Becker, N. (2022). Alea iacta est—Development and evaluation of a manipulation approach of the item dif-ficulty in the distractor-based format of the cube construction test. Psychological Test and Assessment Modeling, 64(1), 112–126.

[8] Hofer, S. I., Reinhold, F., & Koch, M. (2022). Students home alone—Profiles of internal and external conditions associated with mathematics learning from home. European Journal of Psychology of Education.
https://doi.org/10.1007/s10212-021-00590-w

[7] Koch, M., Möller, C., & Spinath, F. M. (2021). Are you Swiping, or Just Marking? Exploring the Feasibility of Psychological Testing on Mobile Devices. Psychological Test and Assessment Modeling.63(4), 507–524.

[6] Hou, X.-L., Becker, N., Hu, T.-Q., Koch, M., Xi, J.-Z., & Mõttus, R. (2021). Do Grittier People Have Greater Subjective Well-Being? A Meta-Analysis. Personality and Social Psychology Bulletin.
https://doi.org/10.1177/01461672211053453

[5] Koch, M., Becker, N., Spinath, F. M., & Greiff, S. (2021). Assessing intelligence without intelligence tests. Future perspectives. Intelligence, 89.
https://doi.org/10.1016/j.intell.2021.101596

[4] Krautter, K., Lehmann, J., Kleinort, E., Koch, M., Spinath, F. M., & Becker, N. (2021). Test Preparation in Figural Matrices Tests: Focus on the Difficult Rules. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.619440

[3] Levacher, J., Koch, M., Hissbach, J., Spinath, F. M., & Becker, N. (2021). You Can Play the Game Without Knowing the Rules – But You’re Better Off Knowing Them: The Influence of Rule Knowledge on Figural Matrices Tests. European Journal of Psychological Assessment, 38, 15-23.
https://doi.org/10.1027/1015-5759/a000637

[2] Becker, N., Koch, M., Schult, J., & Spinath, F. M. (2019). Setting Doesn’t Matter Much: A Meta-Analytic Comparison of the Results of Intelligence Tests Obtained in Group and Individual Settings. European Journal of Psychological Assessment, 35(3), 309–316.
https://doi.org/10.1027/1015-5759/a000402

[1] Thissen, A., Koch, M., Becker, N., & Spinath, F. M. (2018). Construct Your Own Response: The Cube Construction Task as a Novel Format for the Assessment of Spatial Ability. European Journal of Psychological Assessment, 34(5), 304–311.
https://doi.org/10.1027/1015-5759/a000342