Univ.-Prof. Dr. Stefan Krumm

Professor
Leitung des Arbeitsbereichs // Wissenschaftliche Leitung von FU Diagnostik | partner für psychologisches assessment
Raum JK 26/122 h
14195 Berlin
Sprechstunde
Montags 16:00 - 17:00 Uhr
auch online möglich unter https://fu-berlin.webex.com/meet/stefan.krumm
Hinweis: In der vorlesungsfreien Zeit erfolgt die Sprechstunde nur nach Voranmeldung.
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 |
Mein Lehrangebot umfasst die VL Grundlagen psychologischer Diagnostik (Bachelor), die VL Vertiefte psychologische Diagnostik und Begutachtung (Master) sowie Seminare zu diagnostischen Verfahren und zur Gutachtenerstellung. Darüber hinaus biete ich regelmäßig Forschungskolloquien an.
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
Reznik, N., Krumm, S., Freudenstein, J.-P., Heimann, A. L., Ingold, P., Schäpers, P., & Kleinmann, M. (2024). 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
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
Technologie und Technologie-basierte Zusammenarbeit
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
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, 30, 551-564. https://doi.org/10.1177/10731911211036191 [*Both authors contributed equally to this work]
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
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
Zeitschriftenbeiträge (peer-reviewed)
Ohlms, M. L., Braunreuther, A., Krumm, S., & Schäpers, P. (2025). To abolish stereotypes, you need to be aware of them first! Development of a coding scheme to identify gender stereotypes in situational judgment tests.European Journal of Psychological Assessment. Advance online publication. https://doi.org/10.1027/1015-5759/a000887
Krumm, S., Thiel, A. M., Reznik, N., Freudenstein, J.-P., Schäpers, P., & Mussel, P. (2024). Creating a psychological test in a few seconds: Can ChatGPT develop a psychometrically sound Situational Judgment Test? European Journal of Psychological Assessment. Advance online publication. https://doi.org/10.1027/1015-5759/a000878
Schulze, J., Heinrich, M., Freudenstein, J.-P., Schäpers, P., & Krumm, S. (2024). Uncovering hidden framings in dark triad self-ratings: What frames-of-reference do people use when responding to generic dark triad items. Assessment, 31, 1472-1492. 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
Weiss, M., Schulze, J., Krumm, S., Göritz, A. Hewig, J., & Mussel, P. (2024). Domain-specific greed. Personality and Social Psychology Bulletin, 50, 889-905. https://doi.org/10.1177/01461672221148004
Reznik, N., Krumm, S., Freudenstein, J.-P., Heimann, A. L., Ingold, P., Schäpers, P., & Kleinmann, M. (2024). 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., Schäpers, P., Reznik, N., Stolte, T., & Krumm, S. (2024). 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
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
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, 39, 471-495. 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, 18, 219-248. https://doi.org/10.1080/19312458.2023.2209833
Schäpers*, P., Krumm*, S., Lievens, F., & Stenzel, N. (2023). 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 [*Both authors contributed equally to this work]
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
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. 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.