Kurzbiografie

04/2013-heute	Universitätsprofessor und Leiter des Arbeitsbereichs Psychologische Diagnostik, Differentielle und Persönlichkeitspsychologie an der Freien Universität Berlin; wissenschaftlicher Leiter von FU DIAGNOSTIK
2021-2022	insgesamt 4 Monate Elternzeit
04/2017-07/2017	insgesamt 4 Monate Elternzeit
02/2010-03/2013	Akademischer Rat, Organisationspsychologie (Prof. Dr. Guido Hertel) an der Westfälischen Wilhelms-Universität Münster
10/2008-01/2010	Senior-Berater und Spezialist für Forschung und Entwicklung, kölner institut für managementberatung
04/2008-09/2008	Post-Doktorand im Arbeitsbereich Psychologische Diagnostik (Prof. Dr. Lothar Schmidt-Atzert) an der Philipps-Universität Marburg
01/2008-03/2008	Gastwissenschaftler am Educational Testing Service, Princeton, NJ
04/2005-01/2008	Doktorand im Arbeitsbereich Psychologische Diagnostik (Prof. Dr. Lothar Schmidt-Atzert) an der Philipps-Universität Marburg
10/2000-04/2005	Studium der Psychologie an der Philipps-Universität Marburg
08/1998-06/2000	Ausbildung zum Bankkaufmann, Landesbank Hessen-Thüringen

 

Wissenschaftlicher Werdegang

2016	Ruf der Philipps-Universität Marburg auf die Professur für Psychologische Diagnostik (W2) - Ruf abgelehnt
2013	Ruf der Freien Universität Berlin auf die Professur Psychologische Diagnostik, Differentielle und Persönlichkeitspsychologie (W2) - Ruf angenommen
2013	Habilitation an der Westfälischen Wilhelms-Universität Münster
2008	Promotion zum Dr. rer. nat an der Philipps-Universität Marburg
2005	Diplom in Psychologie an der Philipps-Universität Marburg

Semester	Veranstaltung	Evaluation (7 = bester Skalenpunkt)
SoSe22	Elternzeit
WiSe21/22	Diagnostische Verfahren A (3 Seminare)	5.8 / 5.9 / 7.0
	Vertiefte Psychologische Diagnostik und Gutachtenerstellung (VL)	5.89
SoSe21	Tlw. Elternzeit
	Grundlagen Psychologischer Diagnostik I und II (VL)	5.92
	Diagnostische Verfahren A (Seminar)	-1
WiSe20/21	Forschungssemester
	DiagnostischeVerfahren A (Seminar)	6.89
SoSe20	VL Grundlagen Psychologischer Diagnostik I und II (VL)	6.03
	Gutachtenerstellung (Seminar)	-1
WiSe19/20	Diagnostische Verfahren A (2 Seminare)	6.8 / 6.06
	Diagnostische Verfahren B (2 Seminare)	6.46 / 6.0
SoSe19	Grundlagen Psychologischer Diagnostik I (VL)	5.07
	Grundlagen Psychologischer Diagnostik II - Testtheorie (VL)	4.77
	Forschungsfelder der Psychologischen Diagnostik und Persönlichkeitspsychologie (Seminar)	5.12
	Gutachtenerstellung (Seminar)	5.43
WiSe18/19	Diagnostische Verfahren A (2 Seminare)	6.26 / 5.89
	Diagnostische Verfahren B (2 Seminare)	6.4 / 6.33
SoSe18	Grundlagen Psychologischer Diagnostik I (VL)	5.43
	Grundlagen Psychologischer Diagnostik II - Testtheorie (VL)	5.45
WiSe17/18	Diagnostische Verfahren A (3 Seminare)	5.94 / 6.0 / 5.88
SoSe17	Elternzeit
WiSe16/17	Forschungssemester
SoSe16	Grundlagen Psychologischer Diagnostik I (VL)	5.25
	Grundlagen Psychologischer Diagnostik II - Testtheorie (VL)	6.08
	Forschungsfelder der Psychologischen Diagnostik und Persönlichkeitspsychologie (Seminar)	6.71
WiSe15/16	Diagnostische Verfahren A (3 Seminare)	1.08 / 1.61 / 1.8 2
SoSe15	Grundlagen Psychologischer Diagnostik I (VL)	6.29
	Forschungsfelder der Psychologischen Diagnostik und Persönlichkeitspsychologie (Seminar)	6.12
WiSe14/15	Grundlagen Psychologischer Diagnostik I (VL)	6.83
	Diagnostische Verfahren A (Seminar)	6.4
	Persönlichkeitspsychologie (Seminar)	6.47
	Angewandte Psychologische Diagnostik (Seminar)	6.29
SoSe14	Diagnostische Verfahren A (2 Seminare)	6.0 / 5.68
	Angewandte Psychologische Diagnostik (Seminar)	6.77
WiSe13/14	Grundlagen Psychologischer Diagnostik (VL)	5.93
	Grundlagen Psychologischer Diagnostik (2 Seminare)	6.42 / 5.52
	Gutachtenerstellung (Seminar)	- 1

1 = keine formale Evaluation durchgeführt oder Rücklauf zu gering; 2 = Ergebnis in Schulnoten

 

Folgende Themenbereiche und zugehörige Publikationen / bewilligte Drittmittel illustrieren die Forschungsschwerpunkte. Weitere Forschung kann der Publikationsliste entnommen werden

Situational Judgment Tests als wichtige Methode der Eignungsdiagnostik

Bewilligte DFG-Sachmittelbeihilfe: "Taking the Situation in Situational Judgment Tests Seriously – A Situational Construal Perspective (KR 3457/2-2)“ zusammen mit Prof. Dr. Cornelius König

Bewilligte DFG-Sachmittelbeihilfe: "Prüfung einer Theorie der Kontext-Abhängigkeit von low-fidelity Simulationen: Korrelate und Moderatoren der Kontext-Abhängigkeit von Situational Judgment Tests (KR 3457/2-1)" zusammen mit Prof. Dr. Cornelius König

Technologie und Technologie-basierte Zusammenarbeit

Schulze, J., Zagorscak, P., West, S. G., Schultze, M., & Krumm, S. (2022). Mind the context – The relevance of personality for face-to-face and computer-mediated communication. PLoS ONE 17(8): e0272938.. https://doi.org/10.1371/journal.pone.0272938

Hauk, N., Hüffmeier, J., & Krumm, S. (2018). Ready to be a Silver Surfer? A Meta-analysis on the Relationship Between Chronological Age and Technology Acceptance. Computers in Human Behavior, 84, 304-319. https://doi.org/10.1016/j.chb.2018.01.020

Neue Wege in der psychologischen Diagnostik

Schäpers, P., Krumm, S., Lievens, F., & Stenzel, N. (2021). Arousing motives or eliciting stories? On the role of pictures in a picture-story exercise. Assessment, online first. https://doi.org/10.1177/10731911211036191

Krumm, S., Hüffmeier, J., & Lievens, F. (2019). Experimental test validation: Examining the path from test elements to test performance. European Journal of Psychological Assessment, 35, 325-323. https://doi.org/10.1027/1015-5759/a000393

Drittmittel der Bertelsmann Stiftung für das Projekt „Psychometrisches Screening von Kompetenztestitems“

 

 

Zeitschriftenbeiträge (peer-reviewed

Krumm, S., Thiel, A. M., Reznik, N., Freudenstein, J.-P., Schäpers, P., & Mussel, P. (in press). Creating a psychological test in a few seconds: Can ChatGPT develop a psychometrically sound Situational Judgment Test? European Journal of Psychological Assessment.

Schulze, J., Heinrich, M., Freudenstein, J.-P., Schäpers, P., & Krumm, S. (2024). Uncovering hidden framings in dark triad items: An in-depth analysis of framing specificity across different interpersonal contexts. Assessment. https://doi.org/10.1177/10731911231220357

Schulze, J., Krumm, S., Eid, M., Müller, H., & Göritz, A. S. (2024). The relationship between telework and job characteristics: A latent change score analysis during the COVID-19 pandemic. Applied Psychology, 73, 3-33. https://doi.org/10.1111/apps.12461

Reznik, N., Krumm, S., Freudenstein, J.-P., Heimann, A. L., Ingold, P., Schäpers, P., & Kleinmann, M. (2023). Does understanding what a test measures make a difference? On the relevance of the Ability to Identify Criteria for Situational Judgment Test performance. International Journal of Selection and Assessment, 32, 210-224. https://doi.org/10.1111/ijsa.12458

Freudenstein, J.-P., Schulze, J., Schäpers, P., Mussel, P., & Krumm, S. (2023). Standardized state assessment: A methodological framework to assess person-situation processes in hypothetical situations. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000794

Freudenstein, J.-P., Schäpers, P., Reznik, N., Stolte, T., & Krumm, S. (2023). The influence of situational strength on the relation of personality and situational judgment test performance. International Journal of Selection and Assessment, 32, 1-11. https://doi.org/10.1111/ijsa.12444

Schleu, J. E., Krumm, S., Zerres, A., & Hüffmeier, J. (2023). High performers = better leaders? Evidence from 55 years of professional soccer on the validity of performance-based promotion to leader positions. Journal of Business and Psychology. https://doi.org/10.1007/s10869-023-09893-9

Schulze, J., Reznik, N., Krumm, S., Akhrakhadze, A., & West, S. G. (2023). Uncovering hidden media framings in generic communication competence assessments: Is the face-to-face context the default framing? Communication Methods and Measures. https://doi.org/10.1080/19312458.2023.2209833

Weiss, M., Schulze, J., Krumm, S., Göritz, A. Hewig, J., & Mussel, P. (2023). Domain-specific greed. Personality and Social Psychology Bulletin, online first. https://doi.org/10.1177/01461672221148004

Schulze, J., Zagorscak, P., West, S. G., Schultze, M., & Krumm, S. (2022). Mind the context – The relevance of personality for face-to-face and computer-mediated communication. PLoS ONE, 17(8): e0272938. https://doi.org/10.1371/journal.pone.0272938

Freudenstein, J.-P., Mussel, P., & Krumm, S. (2021). On the construct-related validity of implicit trait policies. European Journal of Personality, 37(1), 113-127. https://doi.org/10.1177/08902070211056901

Schäpers*, P., Krumm*, S., Lievens, F., & Stenzel, N. (2021). Arousing motives or eliciting stories? On the role of pictures in a picture-story exercise. Assessment, 30, 551-564. https://doi.org/10.1177/10731911211036191 [* Geteilte Erstautorenschaft]

Basch, J. M., Brenner, F., Melchers, K. G., Krumm, S., Dräger, L., Herzer, H., & Schuwerk, E. (2021). A good thing takes time: The role of preparation time in asynchronous video interviews. International Journal of Selection and Assessment, 29, 378-392. https://doi.org/10.1111/ijsa.12341

Abdel Hadi, S., Mojzisch, A., Krumm, S., & Häusser, J. A. (2021). Day-level relationships between work, physical activity, and well-being: Testing the physical activity-mediated Demand-Control (pamDC) model. Work & Stress, 36, 455-376. https://doi.org/10.1080/02678373.2021.2002971

Hüffmeier, J., Hertel, G., Torka, A.-K., Nohe, C., & Krumm, S. (2021). In field settings group members (often) show effort gains instead of social loafing. European Review of Social Psychology, 33, 131-170. https://doi.org/10.1080/10463283.2021.1959125

Ribbat, M., Krumm, S., & Hüffmeier, J. (2021). Validation of a German version of Kelley’s (1992) followership questionnaire. Psychological Test Adaptation and Development, 2, 1-13. Advance online publication. https://doi.org/10.1027/2698-1866/a000005)

Schulze, J., West, S. G., Freudenstein, J.-P., Schäpers, P., Mussel, P., Eid, M., & Krumm, S. (2021). Hidden framings and hidden asymmetries in the measurement of personality – A combined lens‐model and frame‐of‐reference perspective. Journal of Personality, 89, 357-375. https://doi.org/10.1111/jopy.12586

Schäpers, P.*, Freudenstein, J.-P.*, Mussel, P., Lievens, F., & Krumm, S. (2020). Effects of situation descriptions on the construct-related validity of construct-driven Situational Judgment Tests. Journal of Research in Personality, 87, 103963. https://doi.org/10.1016/j.jrp.2020.103963 [*Both authors contributed equally to this work]

Schäpers, P., Lievens, F., Freudenstein, J.-P., Hüffmeier, J., König, C., & Krumm, S. (2020). Removing situation descriptions from situational judgment test items: Does the impact differ for video-based versus text-based formats? Journal of Occupational and Organizational Psychology, 93, 472-494. https://doi.org/10.1111/joop.12297

Freudenstein, J.-P., Schäpers, P., Römer, L., Mussel, P., & Krumm, S. (2020). Is it all in the eye of the beholder? The importance of situation construal for situational judgment test performance. Personnel Psychology, 73, 669-700. https://doi.org/10.1111/peps.12385

Schäpers, P., Mussel, P., Lievens, F., König, C. J., Freudenstein, J.-P., & Krumm, S. (2019). The role of Situations in Situational Judgment Tests: Effects on construct saturation, predictive validity, and applicant perceptions. Journal of Applied Psychology, 105, 800-818. https://doi.org/10.1037/apl0000457

Krumm, S., Hüffmeier, J., & Lievens, F. (2019). Experimental test validation: Examining the path from test elements to test performance. European Journal of Psychological Assessment, 35, 325-323. https://doi.org/10.1027/1015-5759/a000393

Kaminski, K., Felfe, J., Schäpers, P., & Krumm, S. (2019). A closer look at response options: Is judgment in Situational Judgment Test a function of the desirability of the response options?. International Journal of Selection and Assessment, 27, 72-82. https://doi.org/10.1111/ijsa.12233

Hauk, N., Göritz, A., & Krumm, S. (2019). The mediating role of coping behavior on the age-technostress relationship: A longitudinal multilevel mediation model. PLOS ONE, 14: e0213349. https://doi.org/10.1371/journal.pone.0213349

Borg, I., Hertel, G., Krumm, S., & Bilsky, W. (2019). Work values and facet theory: From intercorrelations to individuals. International Studies of Management & Organization, 49, 283-302. https://doi.org/10.1080/00208825.2019.1623980

Eid, M., Krumm, S., Koch, T., & Schulze, J. (2018). Bifactor models for predicting criteria by general and specific factors: Problems of nonidentifiability and alternative solutions. Journal of Intelligence, 6, 42. https://doi.org/10.3390/jintelligence6030042

Leder, J., Häusser, J. A., Krumm, S., Germar, M., Schlemmer, A., Kaiser, S., Kalis, A., & Mojzisch, M. (2018). The cognitive underpinnings of option generation in everyday life decision-making: A latent variable analysis. Cognitive Science, 42, 2562-2591. https://doi.org/10.1111/cogs.12678

Hüffmeier, J., & Krumm, S. (2018). No myth far and wide: Relay swimming is faster than individual swimming and the conclusion of Skorski et al. (2016) is unfounded. Meta-Psychology, 2, 1-9. https://doi.org/10.15626/MP.2018.842

Mussel, P., Rodrigues, J., Krumm, S., & Hewig, J. (2018). The convergent validity of five dispositional greed scales. Personality and Individual Differences, 131, 249-253. https://doi.org/10.1016/j.paid.2018.05.006

Hauk, N., Hüffmeier, J., & Krumm, S. (2018). Ready to be a Silver Surfer? A Meta-analysis on the Relationship Between Chronological Age and Technology Acceptance. Computers in Human Behavior, 84, 304-319. https://doi.org/10.1016/j.chb.2018.01.020

Hüffmeier, J., Filusch, M. A., Mazei, J., Hertel, G., Mojzisch, A., & Krumm, S. (2017). On the boundary conditions of effort losses and effort gains in action teams. Journal of Applied Psychology, 102, 1673-1685. https://doi.org/10.1037/apl0000245

Mussel, P., Schäpers, P., Schulz, J.-P., Schulze, J., & Krumm, S. (2017). Assessing personality traits in specific situations: What Situational Judgment Tests can and cannot do. European Journal of Personality, 31, 475-476. https://doi.org/10.1002/per.2119

Schulze, J., & Krumm, S. (2017). The ”Virtual Teamplayer”: A review and initial model of knowledge, skills, abilities, and other characteristics for virtual collaboration. Organizational Psychology Review, 7, 66-95. https://doi.org/10.1177/2041386616675522

Schulze, J., Schultze, M., West, S., & Krumm, S. (2017). The knowledge, skills, abilities, and other characteristics required for face-to-face versus computer-mediated communication: Similar or distinct constructs? Journal of Business and Psychology, 32, 283-300. https://doi.org/10.1007/s10869-016-9465-6

Krumm, S., Schäpers, P., & Göbel, A. (2016). Motive arousal without pictures? An experimental validation of a hybrid implicit motive test. Journal of Personality Assessment, 98, 514-522. https://doi.org/10.1080/00223891.2016.1146290

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. https://doi.org/10.1016/j.lindif.2015.12.027

Krumm, S., Kanthak, J., Hartmann, K., & Hertel, G. (2016). What does it take to be a virtual team player? The knowledge, skills, abilities, and other characteristics required in virtual teams. Human Performance, 29, 132-142. https://doi.org/10.1080/08959285.2016.1154061

Hertel, G., Rauschenbach, C., Thielgen, M.M. & Krumm, S. (2015). Are older workers more active copers? Longitudinal effects of age-contingent coping on strain at work. Journal of Organizational Behavior, 36, 514-537. https://doi.org/10.1002/job.1995

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. https://doi.org/10.1037/a0037674

Thielgen, M. M., Krumm, S., Rauschenbach, C. & Hertel, G. (2015). Older but wiser: Age moderates congruency effects between implicit and explicit motives on job satisfaction. Motivation and Emotion, 39, 182-200. https://doi.org/10.1007/s11031-014-9448-8

Thielgen, M. M., Krumm, S., & Hertel, G. (2015). When being old pays off:  Age mitigates adverse effects of low implicit – explicit motive congruency on work motivation. Journal of Career Assessment, 23, 459 - 480. https://doi.org/10.1177/1069072714547613

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, 117-122. https://doi.org/10.1027/1866-5888/a000117

Mojzisch, A., Krumm, S., & Schultze, T. (2014). Do high working memory groups perform better? A conceptual approach linking individual differences in working memory capacity to group performance. Journal of Personnel Psychology, 13, 134-145. https://doi.org/10.1027/1866-5888/a000111

Rauschenbach, C., Krumm, S., Thielgen, M., & Hertel, G. (2013). Age and work stress: A review and meta-analysis. Journal of Managerial Psychology, 28, 781-804. https://doi.org/10.1108/JMP-07-2013-0251

Krumm, S., Terwiel, K. & Hertel, G. (2013). Challenges in norm formation and adherence: The knowledge, skills, and ability requirements of virtual and traditional cross-cultural teams. Journal of Personnel Psychology, 12, 33-44. https://doi.org/10.1027/1866-5888/a000077

Krumm, S., Grube, A., & Hertel, G. (2013). The Munster Work Value Measure. Journal of Managerial Psychology, 28, 532-560. https://doi.org/10.1108/JMP-07-2011-0023

Krumm, S., Grube, A., & Hertel, G. (2013). No time for compromises: Age as a moderator of the relation between needs-supply fit and job satisfaction. European Journal of Work and Organizational Psychology, 22, 547-562. https://doi.org/10.1080/1359432X.2012.676248

Stenzel, N., Krumm, S., Hartwich-Tersek, J., Beisel, S., & Rief, W. (2013). Psychiatric comorbidity is associated with increased skills deficits. Clinical Psychology and Psychotherapy, 20, 501-512. https://doi.org/10.1002/cpp.1790

Krumm, S., Lipnevich, A. A., Schmidt-Atzert, L., & Bühner, M. (2012). Relational integration as a predictor of academic achievement. Learning and Individual Differences, 22, 759-769. https://doi.org/10.1016/j.lindif.2012.05.002

Krumm, S., Schmidt-Atzert, L., Schmidt, S., Zenses, E.-M., & Stenzel, N. (2012). Attention tests in different stimulus presentation modes: A facet model of performance in attention tests. Journal of Individual Differences, 33, 146-159. https://doi.org/10.1027/1614-0001/a000085

Hüffmeier, J., Krumm, S., Kanthak, J., & Hertel, G. (2012). "Don't Let the Group Down": Facets of instrumentality moderate the motivating effects of group work in a field experiment. European Journal of Social Psychology, 42, 533-538. https://doi.org/10.1002/ejsp.1875

Hüffmeier, J., Krumm, S. & Hertel, G. (2011). The practitioner-researcher divide in psychological negotiation research: Current state and future perspective. Negotiation and Conflict Management Research, 4, 145-168. https://doi.org/10.1111/j.1750-4716.2011.00077.x

Krumm, S., Hüffmeier, J., Dietz, F., Findeisen, A., & Dries, C. (2011). Towards positive test takers´ reactions to cognitive ability assessments: Development and initial validation of the Reasoning Ability at Work Test. Journal of Business and Media Psychology, 2, 11-18. www.journal-bmp.de

Schmidt-Atzert, L., Krumm, S., & Lubbe, D. (2011). Toward stable predictions of apprentices' training success: Can artificial neural networks outperform linear predictions? Journal of Personnel Psychology, 10, 34-42. https://doi.org/10.1027/1866-5888/a000027

Krumm, S., Schmidt-Atzert, L., Bracht, M., & Ochs, L. (2011). Coordination as a crucial component of performances in a sustained attention test: Evidences with the Digit-Symbol Substitution Test. Journal of Individual Differences, 32, 117-128. https://doi.org/10.1027/1614-0001/a000044

Lipnevich, A., MacCann, C., Krumm, S., Burrus, J. & Roberts, R. D. (2011). Mathematics attitudes and mathematics outcomes in U.S. and Belarusian middle school students. Journal of Educational Psychology, 103, 105-118. https://doi.org/10.1037/a0021949

Stenzel, N., Krumm, S., & Rief, W. (2010). Therapieplanung mit Hilfe des Interviews zur operationalisierten Fertigkeitsdiagnostik (OFD): Evaluation an einer klinischen Stichprobe [Treatment planning in psychotherapy by use of the Operationalized Skills Assessment Inventory (Interview zur operationalisierten Fertigkeitsdiagnostik; OFD): Evaluation in a clinical sample]. Verhaltenstherapie, 20, 109-117. https://doi.org/10.1159/000293364

Hartwich-Tersek, J., Glombiewski, J.A., Krumm, S., & Rief. W. (2009). Faktorstruktur des Inventars zur Erfassung der Kausal- und Kontrollattribution chronischer Schmerzpatienten (KAUKON) [Factor structure and validity of an inventory for assessing causal and control attributions in chronic back pain (KAUKON)]. Klinische Diagnostik und Evaluation, 2, 247-270.

Stenzel, N., Krumm, S., & Tuschen-Caffier, B. (2009). Entwicklung und Validierung eines Lehrerfragebogens zu sozialen Ängsten im Kindes- und Jugendalter (L-ESAK) [Development and Evaluation of a Teacher-Questionnaire for measuring Social Anxiety in Children and Adolescents]. Klinische Diagnostik und Evaluation, 2, 33-53.

Krumm, S., Schmidt-Atzert, L., Bühner, M., Ziegler, M., Michalczyk, K., & Arrow, K. (2009). Storage and non-storage components of working memory predicting reasoning: A simultaneous examination of a wide range of ability factors. Intelligence, 37, 347-364. https://doi.org/10.1016/j.intell.2009.02.003

Krumm, S., Ziegler, M., & Bühner, M. (2008). Reasoning and working memory as predictors of school grades. Learning and Individual Differences, 18, 248-257. https://doi.org/10.1016/j.lindif.2007.08.002

Krumm, S., Schmidt-Atzert, L., Michalczyk, K. & Danthiir, V. (2008). Speeded paper-pencil sustained attention and mental speed tests: Can performances be discriminated? Journal of Individual Differences, 29, 205-216. https://doi.org/10.1027/1614-0001.29.4.205

Krumm, S., Schmidt-Atzert, L. & Eschert, S. (2008). Investigating the structure of attention: How do test characteristics of paper-pencil sustained attention tests influence their relationship with other attention tests? European Journal of Psychological Assessment, 24, 108-116. https://doi.org/10.1027/1015-5759.24.2.108

Schmidt-Atzert, L. & Krumm, S. (2008). Zur Validität von Aufmerksamkeits- und Konzentrationstests [The validity of attention and concentration tests]. Report Psychologie, 3, 126-138.

Schmidt-Atzert, L., Krumm, S., & Bühner, M. (2008). Aufmerksamkeitsdiagnostik: Ableitung eines Strukturmodells und systematische Einordnung von Tests [Assessment of attention: Derivation of a structural model and classification of tests]. Zeitschrift für Neuropsychologie, 19, 59-82. https://doi.org/10.1024/1016-264X.19.2.59

Ziegler, M., Schmidt-Atzert, L., Bühner, M., & Krumm, S. (2008). Motivated, unmotivated, or faking? Susceptibility of three achievement motivation tests measures to faking: Questionnaire, semi-projective, and objective. Psychology Science, 49, 291-307.

Schmidt-Atzert, L., & Krumm, S. (2007). Diagnostische Urteilsbildung und Begutachtung [Diagnostic judgment and evaluation]. Die Rehabilitation, 1, 9-15.

Bühner, M., Ziegler, M., Krumm, S., & Schmidt-Atzert, L. (2006). Ist der I-S-T 2000 R Rasch-skalierbar? [Is the I-S-T 2000 R Rasch scaleable?] Diagnostica, 52, 119-130.

Bühner, M., Krumm, S., Ziegler, M., & Plücken, T. (2006). Cognitive abilities and their interplay: Reasoning, crystallized intelligence, working memory components, and sustained attention. Journal of Individual Differences, 27, 57-72. https://doi.org/10.1027/1614-0001.27.2.57

Bühner, M., König, C., Pick, M., & Krumm, S. (2006). Working memory dimensions as differential predictors of the speed and error aspect of multitasking performance. Human Performance, 19, 253-275. https://doi.org/10.1207/s15327043hup1903_4

Ortner, T. M., Horn, R., Kersting, M., Krumm, S., Kubinger, K.D., Schmidt-Atzert, L., Proyer, R.T., Schuhfried, G., Schuetz, A., Wagner-Menghin, M.M., & Westhoff, K. (2006). Standortbestimmung und Zukunft Objektiver Persönlichkeitstests. Report Psychologie, 32, 64-75.

Schmidt-Atzert, L., & Krumm, S. (2006). Professionelle Studierendenauswahl durch die Hochschulen - Wege und Irrwege [Professional student selection - paths and aberrations. Report Psychologie, 31, 297-309.

Bühner, M., Krumm, S., & Pick, M. (2005). Intelligence = working memory ≠ attention. Intelligence, 33, 251-272. https://doi.org/10.1016/j.intell.2005.01.002

Bühner, M., Mangels, M., Krumm, S., & Ziegler, M. (2005). Are working memory and attention related constructs? Journal of Individual Differences, 26, 121-131. https://doi.org/10.1027/1614-0001.26.3.121

 

Bücher, Buchkapitel und Herausgeberschaften:

Schmidt-Atzert, L., Krumm, S., & Amelang, M. (2021). Psychologische Diagnostik. Heidelberg: Springer.

Schmidt-Atzert, L., Krumm, S., & Kersting, M. (2018). Evaluation der Eignungsbeurteilung. In: Diagnostik- und Testkuratorium (Hrsg.), Personalauswahl kompetent gestalten: Grundlagen und Praxis der Eignungsdiagnostik nach DIN 33430 (S. 189-221). Berlin: Springer.

Krumm, S., Detel, S., Schröder-Abé, M., Ziegler, M., & Zimmermann, J. (2018). Berufliche Eignungstests. In Débora B. Maehler, Alexandra Shajek und Heinz Ulrich Brinkmann (Hrsg.), Handbuch Diagnostische Verfahren für Migrantinnen und Migranten (S. 339-390). Göttingen: Hogrefe.

Krumm, S., & Schulze, J. (2017). Competencies for web-based work and virtual collaboration. In G. Hertel, D. Stone, R. Johnson, & J. Passmore (Eds.), The Wiley Blackwell Handbook of the Psychology of the Internet at Work (pp. 61-78). Chichester: Wiley-Blackwell.

Corstjens, J., Lievens, F., & Krumm, S. (2017). Situational judgment tests for selection. In H. Goldstein, E. Pulakos, J. Passmore, & C. Semedo (Eds.), The Wiley Blackwell handbook of the psychology of recruitment, selection and employee retention (pp. 226-246). West Sussex, UK: Wiley-Blackwell.

Lipnevich, A. A., Gjicali, K., & Krumm, S. (2016). Understanding attitudes in education: New directions for assessment. In M. S. Khine & S. Areepattamannil (Eds.), Non-cognitive skills and factors in educational attainment (pp. 111-127). Rotterdam: Sense Publishers.

Krumm, S., Stenzel, N. M., & Pauls, C. A. (2015). Diagnostische Interviews: Planung, Gesprächsführung und Auswertung. In G. Stemmler & J. Margraf-Stiksrud (Hrsg.), Lehrbuch Psychologische Diagnostik (S. 77-155). Bern: Verlag Hans Huber.

Kemper, C. J., Ziegler, M., Krumm, S., Heene, M., & Bühner, M. (2015). Testkonstruktion. In G. Stemmler & J. Margraf-Stiksrud (Hrsg.), Lehrbuch Psychologische Diagnostik (S. 157-221). Bern: Verlag Hans Huber.

Krumm, S., Schmidt-Atzert, L., & Lipnevich, A. A. (guest editors) (2014). Insights Beyond g – Specific Cognitive Abilities at Work. Journal of Personnel Psychology, 13.

Hertel, G., Thielgen, M., Rauschenbach, C., Grube, A., Stamov-Roßnagel, C., & Krumm, S. (2013). Age differences in motivation and stress at work. In Schlick, C., Frieling, E. & Wegge, J. (Eds.), Age-differentiated work systems (pp. 119-148). Berlin: Springer.

Hertel, G., Binnewies, C., Krumm, S., Holling, H., & Kleinmann, M. (2013). Imagine the future world: How do we want to work tomorrow? Abstract proceedings of the 16th EAWOP Congress 2013. Münstersches Informations- und Archivsystem multimedialer Inhalte (miami). URL: nbn-resolving.de/urn:nbn:de:hbz:6-66399491491.

Krumm, S., & Mertin, I. (2013). Kompetenzmodelle. In W. Sarges (Hrsg.), Management-Diagnostik (4., völlig überarbeitete Neuauflage). Göttingen: Hogrefe.

Stenzel, N., & Krumm, S. (2013). Interview. In M. Gellman & J. R. Turner (Eds.). Encyclopedia of behavioral medicine. New York, NY: Springer.

Krumm, S., & Hertel, G. (2012). Knowledge, Skills, Abilities and Other Characteristics (KSAOs) for Virtual Teamwork. In A. Bakker & D. Derks (Eds.), The Psychology of Digital Media and Work (pp. 80-99). East Sussex, UK: Psychology Press.

Krumm, S., Mertin, I., & Dries, C. (2012). Kompetenzmodelle. Göttingen: Hogrefe.

Krumm, S., & Schmidt-Atzert, L. (2009). Leistungstests im Personalmanagement. Göttingen: Hogrefe.

Krumm, S., & Schmidt-Atzert, L. (2008). Eignungsdiagnostische Prognosen mittels Künstlicher Neuronaler Netze. In D. Scheffer & W. Sarges (Hrsg.), Innovative Ansätze in der Eignungsdiagnostik (S. 363-371). Göttingen: Hogrefe.

Dries, C., Krumm, S., & Lux, V. (2006). Prozesszertifizierung der Führungskräfteauswahl nach DIN 33430 in einer deutschen Großbank. In K. Westhoff (Hrsg.), Nutzen der DIN 33430 - Praxisbeispiele und Checklisten (S. 140-147). Lengerich: Pabst.

 

Weitere Veröffentlichungen:

Dormann, C., & Krumm, S. (2010). TBS-TK Rezension: „OPQ32“. Psychologische Rundschau, 61, 226–228.

Krumm, S. (2008). Determinanten von Konzentrationstest-Leistungen: Koordination, Arbeitstempo oder mentale Geschwindigkeit? Philipps-Universität Marburg: Dissertationsschriften.

Krumm, S. (2007). [Buchbesprechung von Emotionale Intelligenz. Ein internationales Handbuch]. Zeitschrift für Arbeits- und Organisationspsychologie, 51, 97–98.

Schmidt-Atzert, L., & Krumm, S. (2005). 8. Arbeitstagung der Fachgruppe für Differentielle Psychologie, Persönlichkeitspsychologie und Psychologische Diagnostik der Deutschen Gesellschaft für Psychologie. Abstracts und Programm. Lengerich: Pabst Science Publishers.