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• 2018Reciprocal effects between self-efficacy and achievement in mathematics and reading138 cited
• 2017Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds134 cited
• 2019Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?126 cited
• 2018Soft governance by hard fact? The OECD as a knowledge broker in education policy118 cited
• 2015Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text107 cited
• 2023PISA 202297 cited
• 2016Informelles Lernen im Jugendalter68 cited
• 2020Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation59 cited
• 2021Predictors of teachers' appreciation of evidence-based practice and educational research findings54 cited
• 2020RIASEC interests and the Big Five personality traits matter for life success—But do they already matter for educational track choices?48 cited
• 2016The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation40 cited
• 2016Leistungen, Leistungsfähigkeit und Leistungsgrenzen der empirischen Bildungsforschung37 cited
• 2014