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Cited by

• 2019Teachers and differentiated instruction: exploring differentiation practices to address student diversity246 cited
• 2015Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades175 cited
• 2013Reading achievement and reading self-concept – Testing the reciprocal effects model164 cited
• 2013Students' extracurricular reading behavior and the development of vocabulary and reading comprehension155 cited
• 2018Reciprocal effects between self-efficacy and achievement in mathematics and reading138 cited
• 2015Die Rolle der Sprache für zuwanderungsbezogene Ungleichheiten im Bildungserfolg101 cited
• 2011Sind Jungen die neuen Bildungsverlierer? Empirische Evidenz für Geschlechterdisparitäten zuungunsten von Jungen und Erklärungsansätze98 cited
• 2015Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills91 cited
• 2017Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education91 cited
• 2014Reciprocal effects between intrinsic reading motivation and reading competence? A cross‐lagged panel model for academic track and nonacademic track students89 cited
• 2016Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge87 cited
• 2016Factorial and Construct Validity of a New Instrument for the Assessment of Reading Motivation