Benjamin Fauth

2.4k total citations · 3 hit papers
37 papers, 1.4k citations indexed

About

Benjamin Fauth is a scholar working on Education, Social Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Benjamin Fauth has authored 37 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 13 papers in Social Psychology and 6 papers in Developmental and Educational Psychology. Recurrent topics in Benjamin Fauth's work include Teacher Education and Leadership Studies (15 papers), Motivation and Self-Concept in Sports (12 papers) and Parental Involvement in Education (8 papers). Benjamin Fauth is often cited by papers focused on Teacher Education and Leadership Studies (15 papers), Motivation and Self-Concept in Sports (12 papers) and Parental Involvement in Education (8 papers). Benjamin Fauth collaborates with scholars based in Germany, Switzerland and United States. Benjamin Fauth's co-authors include Jasmin Decristan, Gerhard Büttner, Eckhard Klieme, Svenja Rieser, Mareike Kunter, Ilonca Hardy, Richard Göllner, Johannes Schult, Marlit Annalena Lindner and Wolfgang Wagner and has published in prestigious journals such as Journal of Educational Psychology, Computers & Education and American Educational Research Journal.

In The Last Decade

Benjamin Fauth

36 papers receiving 1.4k citations

Hit Papers

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What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes

2013 376 citations Benjamin Fauth, Jasmin Decristan et al. Learning and Instruction profile →
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality

2019 287 citations Benjamin Fauth, Jasmin Decristan et al. profile →
Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave

2022 85 citations Johannes Schult, Benjamin Fauth et al. School Effectiveness and School Improvement profile →

Author Peers

Peers are selected by citation overlap in the author's most active subfields. citations · hero ref

Author						Papers	Cites
Benjamin Fauth	1.1k	319	281	229	139	37	1.4k
Jasmin Decristan	955 0.9×	248 0.8×	273 1.0×	200 0.9×	92 0.7×	40	1.2k
Teresa Duncan	1.2k 1.1×	216 0.7×	609 2.2×	180 0.8×	89 0.6×	8	1.6k
Shaljan Areepattamannil	821 0.7×	339 1.1×	267 1.0×	300 1.3×	149 1.1×	57	1.3k
Frank Lipowsky	1.0k 0.9×	350 1.1×	343 1.2×	275 1.2×	65 0.5×	91	1.3k
Tonya R. Moon	1.0k 0.9×	152 0.5×	304 1.1×	319 1.4×	78 0.6×	55	1.4k
Jessica J. Summers	727 0.7×	398 1.2×	228 0.8×	213 0.9×	73 0.5×	33	1.2k
Anna‐Katharina Praetorius	1.7k 1.5×	572 1.8×	426 1.5×	457 2.0×	123 0.9×	77	2.2k
Rossella Santagata	2.0k 1.8×	237 0.7×	512 1.8×	221 1.0×	106 0.8×	48	2.4k
Susana Claro	398 0.4×	300 0.9×	232 0.8×	295 1.3×	157 1.1×	29	885
Dionne Cross Francis	972 0.9×	267 0.8×	335 1.2×	133 0.6×	75 0.5×	50	1.2k

Countries citing papers authored by Benjamin Fauth

Since Specialization

Citations

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

Fields of papers citing papers by Benjamin Fauth

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Benjamin Fauth

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

All Works

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20 of 20 papers shown

Praetorius, Anna‐Katharina, Charalambos Y. Charalambous, Svenja Vieluf, et al.. (2025). Rethinking teaching-quality research: a reflection on the role of core working assumptions and possible pathways for future research. School Effectiveness and School Improvement. 36(2). 314–334. 2 indexed citations

Praetorius, Anna‐Katharina, et al.. (2025). Context in research on teaching quality: bringing a complex idea into the spotlight. School Effectiveness and School Improvement. 36(2). 263–296. 8 indexed citations

Dumont, Hanna, Jasmin Decristan, & Benjamin Fauth. (2024). Adaptiver Unterricht erfordert eine adaptive Unterrichtsforschung. Unterrichtswissenschaft. 52(2). 199–211. 2 indexed citations

Trautwein, Ulrich, et al.. (2023). Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings. Computers & Education. 213. 104976–104976. 8 indexed citations

Praetorius, Anna‐Katharina, Jasmin Decristan, Benjamin Fauth, et al.. (2023). Was tun? Perspektiven für eine Unterrichtsqualitätsforschung der Zukunft. Unterrichtswissenschaft. 51(1). 63–97. 8 indexed citations

Voss, Thamar, et al.. (2022). The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar. Learning and Instruction. 80. 101614–101614. 21 indexed citations

Schult, Johannes, et al.. (2022). Long-Term Consequences of Repeated School Closures During the COVID-19 Pandemic for Reading and Mathematics Competencies. Frontiers in Education. 13. 21 indexed citations

Schult, Johannes, et al.. (2022). Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. School Effectiveness and School Improvement. 33(4). 544–563. 85 indexed citations breakdown →

Göllner, Richard, et al.. (2021). Ask me, I (Dis)agree! Acquiescence in student ratings of teaching quality in German vocational schools. Studies In Educational Evaluation. 68. 100937–100937. 6 indexed citations

10.

Wisniewski, Benedikt, et al.. (2021). The perception problem: a comparison of teachers’ self-perceptions and students’ perceptions of instructional quality. Learning Environments Research. 25(3). 775–802. 15 indexed citations

11.

Fauth, Benjamin, Richard Göllner, Gerlinde Lenske, Anna‐Katharina Praetorius, & Wolfgang Wagner. (2020). Who Sees What?. Zurich Open Repository and Archive (University of Zurich). 138–155. 38 indexed citations

12.

Göllner, Richard, et al.. (2020). Do student ratings of classroom management tell us more about teachers or about classroom composition?. Multilingual Matters (Channel View Publications). 1 indexed citations

13.

Merk, Samuel, et al.. (2020). Differenzielle Effekte der Unterrichtsqualität auf die aktive Lernzeit. Multilingual Matters (Channel View Publications). 81–94. 2 indexed citations

14.

Fauth, Benjamin, et al.. (2020). Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction. Social Psychology of Education. 23(3). 673–699. 11 indexed citations

15.

Göllner, Richard, Benjamin Fauth, Gerlinde Lenske, Anna‐Katharina Praetorius, & Wolfgang Wagner. (2020). Do Student Ratings of Classroom Management Tell us More About Teachers or About Classroom Composition?. Multilingual Matters (Channel View Publications). 156–172. 11 indexed citations

16.

Fauth, Benjamin, Jasmin Decristan, Svenja Rieser, Eckhard Klieme, & Gerhard Büttner. (2018). Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school. Social Psychology of Education. 21(5). 1225–1249. 13 indexed citations

17.

Rieser, Svenja, Alexander Naumann, Jasmin Decristan, et al.. (2016). The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school. British Journal of Educational Psychology. 86(4). 526–545. 31 indexed citations

18.

Fauth, Benjamin, Jasmin Decristan, Svenja Rieser, Eckhard Klieme, & Gerhard Büttner. (2014). Grundschulunterricht aus Schüler-, Lehrer- und Beobachterperspektive: Zusammenhänge und Vorhersage von Lernerfolg*. Zeitschrift für Pädagogische Psychologie. 28(3). 127–137. 60 indexed citations

19.

Decristan, Jasmin, Alexander Naumann, Benjamin Fauth, et al.. (2014). Heterogenität von Schülerleistungen in der Grundschule. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 46(4). 181–190. 1 indexed citations

20.

Fauth, Benjamin, et al.. (2010). Differenzierung fiktionaler und nicht-fiktionaler Fernsehinhalte bei Kindern an Lernförderschulen. Evaluation eines Trainingsmanuals. peDOCS. 2(4). 50–61.

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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