Barbara Drechsel

420 total citations
19 papers, 179 citations indexed

About

Barbara Drechsel is a scholar working on Education, Sociology and Political Science and Developmental and Educational Psychology. According to data from OpenAlex, Barbara Drechsel has authored 19 papers receiving a total of 179 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 8 papers in Sociology and Political Science and 6 papers in Developmental and Educational Psychology. Recurrent topics in Barbara Drechsel's work include Education Methods and Technologies (6 papers), Sociology and Education Studies (6 papers) and Innovative Teaching and Learning Methods (5 papers). Barbara Drechsel is often cited by papers focused on Education Methods and Technologies (6 papers), Sociology and Education Studies (6 papers) and Innovative Teaching and Learning Methods (5 papers). Barbara Drechsel collaborates with scholars based in Germany. Barbara Drechsel's co-authors include Claus H. Carstensen, Manfred Prenzel, Jennifer Paetsch, Timo Ehmke, Johannes Bauer, Jan Retelsdorf, Jens Møller, Tina Seidel, Ilka Wolter and Katharina Müller and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and International Journal of Science Education.

In The Last Decade

Barbara Drechsel

16 papers receiving 162 citations

Peers

Barbara Drechsel

EDUCA

DEP

SPS

ECP

Ingmar Hosenfeld Germany

Dag Roness Norway

Outi Kyrö-Ämmälä Finland

Sara Efron United States

Neville John Ellis Australia

Ahmet Güneyli Cyprus

Mieke Goos Belgium

Rolf Rimmele Germany

Gail Burnaford United States

Hazel Tan Australia

Ingmar Hosenfeld Germany

Barbara Drechsel

160 ×1.3

EDUCA

41 ×1.0

DEP

57 ×1.4

SPS

38 ×1.1

46 ×1.4

ECP

Citations per year, relative to Barbara Drechsel Barbara Drechsel (= 1×) peers Ingmar Hosenfeld

Countries citing papers authored by Barbara Drechsel

Since Specialization

Citations

This map shows the geographic impact of Barbara Drechsel'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 Barbara Drechsel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Barbara Drechsel more than expected).

Fields of papers citing papers by Barbara Drechsel

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Barbara Drechsel. 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 Barbara Drechsel. The network helps show where Barbara Drechsel may publish in the future.

Co-authorship network of co-authors of Barbara Drechsel

This figure shows the co-authorship network connecting the top 25 collaborators of Barbara Drechsel. A scholar is included among the top collaborators of Barbara Drechsel 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 Barbara Drechsel. Barbara Drechsel is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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19 of 19 papers shown

Drechsel, Barbara, et al.. (2025). BilVer – Bildungswissenschaften im Verbund, eine bayerische Perspektive. Unterrichtswissenschaft. 54(1). 69–89.

Drechsel, Barbara, et al.. (2025). A latent profile analysis for teacher education students’ learning: an overview of competencies in self-regulated learning. Frontiers in Psychology. 16. 1527438–1527438.

Drechsel, Barbara, et al.. (2024). Ein Seminar im BAS!S-Projekt an der Universität Bamberg zur Vorbereitung multiprofessioneller Kooperationskompetenzen Studierender. SHILAP Revista de lepidopterología. 5(3). 1 indexed citations

Drechsel, Barbara, et al.. (2024). Virtual Gaming Simulation (VGS) in Teacher Education: Fostering Counseling Competencies in Preservice Teachers. Psychology Learning & Teaching. 23(3). 405–415.

Paetsch, Jennifer, et al.. (2024). Better with Practice: Changes in Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning. Psychology Learning & Teaching. 23(2). 189–206. 1 indexed citations

Drechsel, Barbara, et al.. (2023). Lernförderung als mentoriertes Service-Learning. Ein Theorie-Praxis-Seminar. Pedocs (German Institute for International Educational Research). 106–115. 1 indexed citations

Paetsch, Jennifer, et al.. (2021). Empirische Arbeit: Das professionelle Rollenverständnis von Lehramtsstudierenden im Verlauf des Studiums: Ein personenzentrierter Ansatz. Psychologie in Erziehung und Unterricht. 68(3). 1 indexed citations

Paetsch, Jennifer & Barbara Drechsel. (2021). Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany. Frontiers in Psychology. 12. 733830–733830. 30 indexed citations

Drechsel, Barbara, et al.. (2020). Fostering Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning – Didactical Concept of a Theory–Practice Learning Setting and Insights Into Preservice Teachers’ Reflections. Psychology Learning & Teaching. 20(2). 279–293. 6 indexed citations

10.

Wolter, Ilka, et al.. (2019). Social or Economic Goals? The Professional Goal Orientation of Students Enrolled in STEM and Non-STEM Majors in University. Frontiers in Psychology. 10. 2065–2065. 12 indexed citations

11.

Paetsch, Jennifer, et al.. (2019). Peer-Learning in der Lehrer*innenbildung. Gemeinsam und auf Augenhöhe lernen. 1 indexed citations

12.

Ehmke, Timo, Christine Sälzer, Marcus Pietsch, Barbara Drechsel, & Katharina Müller. (2017). Kompetenzentwicklung im Schuljahr nach PISA 2012: Effekte von Klassenwiederholungen. Zeitschrift für Erziehungswissenschaft. 20(S2). 99–124. 7 indexed citations

13.

Drechsel, Barbara, et al.. (2014). Learning to Teach Reading: A Theory-Practice Approach to Psychology Teaching in University Teacher Education. Psychology Learning & Teaching. 13(3). 250–259. 4 indexed citations

14.

Drechsel, Barbara, Claus H. Carstensen, & Manfred Prenzel. (2011). The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment. International Journal of Science Education. 33(1). 73–95. 33 indexed citations

15.

Bauer, Johannes, et al.. (2010). Panel zum Lehramtsstudium - PaLea: Entwicklungsverläufe zukünftiger Lehrkräfte im Kontext der Reform der Lehrerbildung. 20 indexed citations

16.

Ehmke, Timo, Barbara Drechsel, & Claus H. Carstensen. (2010). Effects of grade retention on achievement and self-concept in science and mathematics. Studies In Educational Evaluation. 36(1-2). 27–35. 28 indexed citations

17.

Ehmke, Timo, Barbara Drechsel, & Claus H. Carstensen. (2008). Klassenwiederholen in PISA-I-Plus: Was lernen Sitzenbleiber in Mathematik dazu?. Zeitschrift für Erziehungswissenschaft. 11(3). 368–387. 13 indexed citations

18.

Drechsel, Barbara & Claus H. Carstensen. (2005). Stichwort: PISA-E. Zeitschrift für Erziehungswissenschaft. 8(4). 487–501. 3 indexed citations

19.

Prenzel, Manfred & Barbara Drechsel. (1996). Ein Jahr kaufmännische Erstausbildung: Veränderungen in Lernmotivation und Interesse. Unterrichtswissenschaft. 24(3). 217–234. 18 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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