Anke Heyder

1.4k total citations
35 papers, 959 citations indexed

About

Anke Heyder is a scholar working on Experimental and Cognitive Psychology, Education and Social Psychology. According to data from OpenAlex, Anke Heyder has authored 35 papers receiving a total of 959 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Experimental and Cognitive Psychology, 18 papers in Education and 13 papers in Social Psychology. Recurrent topics in Anke Heyder's work include Education, Achievement, and Giftedness (18 papers), Motivation and Self-Concept in Sports (11 papers) and Early Childhood Education and Development (8 papers). Anke Heyder is often cited by papers focused on Education, Achievement, and Giftedness (18 papers), Motivation and Self-Concept in Sports (11 papers) and Early Childhood Education and Development (8 papers). Anke Heyder collaborates with scholars based in Germany, United States and Netherlands. Anke Heyder's co-authors include Ursula Kessels, Ricarda Steinmayr, Franziska Lautenbach, Anne F. Weidinger, Bettina Hannover, Andrei Cimpian, Linda Wirthwein, Anna Südkamp, Joseph Workman and Sebastian Bergold and has published in prestigious journals such as Frontiers in Psychology, Teaching and Teacher Education and Journal of Youth and Adolescence.

In The Last Decade

Anke Heyder

31 papers receiving 913 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Anke Heyder Germany 17 516 328 312 199 146 35 959
Janine Bempechat United States 17 671 1.3× 236 0.7× 276 0.9× 159 0.8× 123 0.8× 58 1.0k
Meagan M. Patterson United States 17 354 0.7× 135 0.4× 310 1.0× 357 1.8× 95 0.7× 44 918
Bärbel Kracke Germany 13 456 0.9× 288 0.9× 361 1.2× 172 0.9× 276 1.9× 40 950
Yoi Tibbetts United States 13 596 1.2× 469 1.4× 479 1.5× 193 1.0× 341 2.3× 23 1.2k
Joachim Stiensmeier‐Pelster Germany 19 359 0.7× 488 1.5× 559 1.8× 172 0.9× 67 0.5× 45 1.1k
Sarah E. Martiny Norway 18 244 0.5× 195 0.6× 385 1.2× 437 2.2× 137 0.9× 56 1.1k
Lisette Hornstra Netherlands 20 933 1.8× 373 1.1× 531 1.7× 338 1.7× 224 1.5× 52 1.6k
Pamela Frome United States 8 887 1.7× 368 1.1× 200 0.6× 184 0.9× 237 1.6× 11 1.3k
Karyn L. Lewis United States 9 216 0.4× 177 0.5× 164 0.5× 119 0.6× 268 1.8× 13 657
Anna‐Lena Dicke United States 15 687 1.3× 797 2.4× 625 2.0× 118 0.6× 185 1.3× 35 1.3k

Countries citing papers authored by Anke Heyder

Since Specialization
Citations

This map shows the geographic impact of Anke Heyder's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Anke Heyder with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Anke Heyder more than expected).

Fields of papers citing papers by Anke Heyder

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Anke Heyder. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Anke Heyder. The network helps show where Anke Heyder may publish in the future.

Co-authorship network of co-authors of Anke Heyder

This figure shows the co-authorship network connecting the top 25 collaborators of Anke Heyder. A scholar is included among the top collaborators of Anke Heyder based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Anke Heyder. Anke Heyder is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Heyder, Anke, et al.. (2025). Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom: a video experiment. Social Psychology of Education. 28(1).
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Antons, Stephanie, et al.. (2025). The Digital Media Use Effects Scales for adolescents (d-MUsE Scales): Conceptualization and validation of a screening tool. Computers in Human Behavior Reports. 18. 100621–100621. 1 indexed citations
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Heyder, Anke, Ricarda Steinmayr, & Andrei Cimpian. (2023). Reflecting on their mission increases preservice teachers’ growth mindsets. Learning and Instruction. 86. 101770–101770. 6 indexed citations
7.
Heyder, Anke, et al.. (2022). Exploring the Nature of Teachers’ Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire. Frontiers in Psychology. 13. 820254–820254. 17 indexed citations
8.
Heyder, Anke, Anne F. Weidinger, & Ricarda Steinmayr. (2020). Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation. Journal of Youth and Adolescence. 50(1). 177–188. 38 indexed citations
9.
Steinmayr, Ricarda, Anne F. Weidinger, Anke Heyder, & Sebastian Bergold. (2019). Warum schätzen Mädchen ihre mathematischen Kompetenzen geringer ein als Jungen?. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 51(2). 71–83. 9 indexed citations
10.
Heyder, Anke, Anne F. Weidinger, Andrei Cimpian, & Ricarda Steinmayr. (2019). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction. 65. 101220–101220. 93 indexed citations
11.
Heyder, Anke, Ricarda Steinmayr, & Ursula Kessels. (2019). Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?. Frontiers in Education. 4. 38 indexed citations
12.
Heyder, Anke, Ursula Kessels, & Jan Retelsdorf. (2019). Geschlechterstereotype in der Schule. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 51(2). 69–70. 4 indexed citations
13.
Wirthwein, Linda, Jörn R. Sparfeldt, Anke Heyder, et al.. (2019). Sex differences in achievement goals: do school subjects matter?. European Journal of Psychology of Education. 35(2). 403–427. 15 indexed citations
14.
Lautenbach, Franziska & Anke Heyder. (2019). Changing attitudes to inclusion in preservice teacher education: a systematic review. Educational Research. 61(2). 231–253. 75 indexed citations
15.
Richter, Tobias, Elmar Souvignier, Silke Hertel, Anke Heyder, & Olga Kunina‐Habenicht. (2019). Positionspapier zur Lage der Pädagogischen Psychologie in Forschung und Lehre. Psychologische Rundschau. 70(2). 109–118. 9 indexed citations
16.
Steinmayr, Ricarda, et al.. (2018). School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement. Frontiers in Psychology. 9. 2631–2631. 93 indexed citations
17.
Heyder, Anke, Sebastian Bergold, & Ricarda Steinmayr. (2017). Teachers’ Knowledge About Intellectual Giftedness: A First Look at Levels and Correlates. Psychology Learning & Teaching. 17(1). 27–44. 30 indexed citations
18.
Kessels, Ursula & Anke Heyder. (2017). Die Wertschätzung schulischer Anstrengung als Mediator von Geschlechtsunterschieden in Noten. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 49(2). 86–97. 6 indexed citations
19.
Heyder, Anke & Ursula Kessels. (2015). Ist Schulerfolg unmännlich? Wie Geschlechterstereotype den Schulerfolg von Mädchen und Jungen beeinflussen. 1 indexed citations
20.
Kessels, Ursula, et al.. (2014). How gender differences in academic engagement relate to students’ gender identity. Educational Research. 56(2). 220–229. 112 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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