Birgit Spinath

6.7k total citations · 1 hit paper
129 papers, 4.7k citations indexed

About

Birgit Spinath is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Birgit Spinath has authored 129 papers receiving a total of 4.7k indexed citations (citations by other indexed papers that have themselves been cited), including 68 papers in Education, 63 papers in Experimental and Cognitive Psychology and 57 papers in Social Psychology. Recurrent topics in Birgit Spinath's work include Education, Achievement, and Giftedness (54 papers), Motivation and Self-Concept in Sports (41 papers) and Education Methods and Technologies (18 papers). Birgit Spinath is often cited by papers focused on Education, Achievement, and Giftedness (54 papers), Motivation and Self-Concept in Sports (41 papers) and Education Methods and Technologies (18 papers). Birgit Spinath collaborates with scholars based in Germany, United States and Austria. Birgit Spinath's co-authors include Ricarda Steinmayr, Frank M. Spinath, Malte Schwinger, Anne F. Weidinger, Joachim Stiensmeier‐Pelster, Oliver Dickhäuser, Robert Plomin, H. Harald Freudenthaler, Aljoscha C. Neubauer and Katharina Kriegbaum and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Birgit Spinath

120 papers receiving 4.3k citations

Hit Papers

align trajectories

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.

The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings

2019 227 citations Ricarda Steinmayr, Anne F. Weidinger et al. Frontiers in Psychology profile →

Peers

Countries citing papers authored by Birgit Spinath

Since Specialization

Citations

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

Fields of papers citing papers by Birgit Spinath

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Birgit Spinath

This figure shows the co-authorship network connecting the top 25 collaborators of Birgit Spinath. A scholar is included among the top collaborators of Birgit Spinath 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 Birgit Spinath. Birgit Spinath 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

#	Work	Indexed citations
1	Expectations versus reality: motivational outcomes of unmet course-specific expectations in higher education 2025 ·International Journal of Educational Research ·(unknown), (unknown), Birgit Spinath	0
2	Motivational Development and Learning Success in Regular Semesters and Distance Semesters Under Pandemic Conditions in an Educational Psychology Lecture Course 2024 ·The Journal of Experimental Education ·(unknown), Eva van den Bosch, Birgit Spinath	1
3	Die Entwicklung des Psychologiestudiums in Deutschland 2024 ·Psychologische Rundschau ·Hannelore Weber, Edgar Erdfelder, (unknown), Birgit Spinath	2
4	Predicting students’ math self-concepts to explain gender differences through teachers’ judgments and students’ perceived teachers’ judgments 2023 ·Frontiers in Education ·(unknown), Ricarda Steinmayr, Birgit Spinath	1
5	Students’ Motivation in an Online and a Face-To-Face Semester 2023 ·Zeitschrift für Psychologie ·Eva van den Bosch, Birgit Spinath	11
6	Ability self-concept formation in elementary school: No dimensional comparison effects across time. 2019 ·Developmental Psychology ·Anne F. Weidinger, Ricarda Steinmayr, Birgit Spinath	28
7	The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings breakdown → 2019 ·Frontiers in Psychology ·Ricarda Steinmayr, Anne F. Weidinger, Malte Schwinger, Birgit Spinath	227
8	Are WISC IQ scores in children with mathematical learning disabilities underestimated? The influence of a specialized intervention on test performance 2017 ·Research in Developmental Disabilities ·(unknown), Birgit Spinath	5
9	Kommentar des Vorstands der DGPs und der Autoren der Empfehlungen zum Kommentar des Fachkollegiums Psychologie und der Geschäftsstelle der DFG zu den Empfehlungen des DGPs-Vorstands zum Umgang mit Forschungsdaten 2017 ·Psychologische Rundschau ·Andrea E. Abele, Conny H. Antoni, Jens Bölte, Mario Gollwitzer, Deborah F. Hellmann, Holger Horz, Felix D. Schönbrodt, Annette Schröder, Birgit Spinath	1
10	Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years 2017 ·Child Development ·Anne F. Weidinger, Ricarda Steinmayr, Birgit Spinath	54
11	Automatic essay assessment: Effects on students’ acceptance and on learning-related characteristics 2016 ·Psihologija ·(unknown), Wolfgang Lenhard, Birgit Spinath	4
12	Do we need a special intervention program for children with mathematical learning disabilities or is private tutoring sufficient 2014 ·Journal for Educational Research Online ·(unknown), Birgit Spinath	11
13	The prediction of school achievement from a behavior genetic perspective: Results from the German twin study on Cognitive Ability, Self-Reported Motivation, and School Achievement (CoSMoS) 2012 ·Personality and Individual Differences ·Juliana Gottschling, Marion Spengler, Birgit Spinath, Frank M. Spinath	21
14	Longitudinal Analysis of Intrinsic Motivation and Competence Beliefs: Is There a Relation Over Time? 2008 ·Child Development ·Birgit Spinath, Ricarda Steinmayr	111
15	Personality and achievement motivation: Relationship among Big Five domain and facet scales, achievement goals, and intelligence 2008 ·Personality and Individual Differences ·Tanja Bipp, Ricarda Steinmayr, Birgit Spinath	85
16	Individuelle Voraussetzungen von Studierenden zu Studienbeginn: Sind Lehramtsstudierende so schlecht wie ihr Ruf? 2005 ·Psychologie in Erziehung und Unterricht ·Birgit Spinath, (unknown), Elke Heise	18
17	Das Fähigkeitsselbstkonzept und seine Erfassung 2003 ·MADOC (University of Mannheim) ·Claudia Schöne, Oliver Dickhäuser, Birgit Spinath, Joachim Stiensmeier‐Pelster	11
18	Skalen zur Erfassung der Lern- und Leistungsmotivation 2002 ·Birgit Spinath	12
19	Implizite Theorien über die Veränderbarkeit von Intelligenz und Begabung als Bedingungen von Motivation und Leistung 2001 ·Birgit Spinath	6
20	Implicit Theories about the Malleability of Intelligence and Ability 2001 ·Birgit Spinath, Joachim Stiensmeier‐Pelster	12

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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