Camilla Rjosk

558 total citations
26 papers, 339 citations indexed

About

Camilla Rjosk is a scholar working on Education, Sociology and Political Science and Demography. According to data from OpenAlex, Camilla Rjosk has authored 26 papers receiving a total of 339 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 8 papers in Sociology and Political Science and 5 papers in Demography. Recurrent topics in Camilla Rjosk's work include School Choice and Performance (9 papers), Teacher Professional Development and Motivation (7 papers) and Parental Involvement in Education (5 papers). Camilla Rjosk is often cited by papers focused on School Choice and Performance (9 papers), Teacher Professional Development and Motivation (7 papers) and Parental Involvement in Education (5 papers). Camilla Rjosk collaborates with scholars based in Germany, United States and Netherlands. Camilla Rjosk's co-authors include Petra Stanat, Oliver Lüdtke, Dirk Richter, Sarah Gentrup, Jan Hochweber, Eckhard Klieme, Jacquelynne S. Eccles, Anneke Timmermans, Christine M. Rubie‐Davies and Georg Lorenz and has published in prestigious journals such as Journal of Educational Psychology, Learning and Instruction and Journal of School Psychology.

In The Last Decade

Camilla Rjosk

23 papers receiving 321 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Camilla Rjosk Germany 10 240 87 66 57 54 26 339
Sarah Gentrup Germany 6 218 0.9× 77 0.9× 34 0.5× 73 1.3× 59 1.1× 9 305
Tobias C. Stubbe Germany 7 213 0.9× 96 1.1× 70 1.1× 41 0.7× 22 0.4× 16 312
Albert Bremerich-Vos Germany 8 375 1.6× 107 1.2× 111 1.7× 39 0.7× 38 0.7× 22 474
Eva-Maria Lankes Germany 8 267 1.1× 111 1.3× 105 1.6× 40 0.7× 19 0.4× 18 360
Nasser Rashidi Iran 14 269 1.1× 30 0.3× 158 2.4× 32 0.6× 43 0.8× 72 553
Hezi Brosh Israel 7 178 0.7× 118 1.4× 36 0.5× 16 0.3× 48 0.9× 16 347
J. Manuel Australia 9 374 1.6× 40 0.5× 22 0.3× 30 0.5× 78 1.4× 25 447
Joy Myers United States 9 250 1.0× 67 0.8× 77 1.2× 46 0.8× 17 0.3× 30 370
Janet Alsup United States 9 422 1.8× 169 1.9× 62 0.9× 17 0.3× 50 0.9× 26 564
Gudrun Vanlaar Belgium 9 245 1.0× 26 0.3× 47 0.7× 53 0.9× 48 0.9× 23 326

Countries citing papers authored by Camilla Rjosk

Since Specialization
Citations

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

Fields of papers citing papers by Camilla Rjosk

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Camilla Rjosk

This figure shows the co-authorship network connecting the top 25 collaborators of Camilla Rjosk. A scholar is included among the top collaborators of Camilla Rjosk 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 Camilla Rjosk. Camilla Rjosk 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.
Edele, Aileen, et al.. (2025). Perceived discrimination of students from minoritized ethnic groups in Germany: Individual, family, and school conditions. Journal of School Psychology. 114. 101491–101491.
2.
Rjosk, Camilla, et al.. (2024). Are socioeconomic composition effects on student achievement less relevant after de-tracking reforms in Germany?. Large-scale Assessments in Education. 12(1).
3.
Henschel, Sofie, et al.. (2024). Links between instructional quality and classroom composition in classes taught by the same teacher. Learning and Instruction. 94. 102005–102005.
4.
Oppermann, Elisa, et al.. (2024). Intersectionality in Educational Contexts. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 56(1-2). 1–6. 2 indexed citations
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Rjosk, Camilla, et al.. (2021). Ethnische Segregation zwischen Schularten in mehrgliedrigen Schulsystemen und im „Zwei-Wege-Modell“. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie. 73(1). 59–84. 6 indexed citations
9.
10.
Edele, Aileen, et al.. (2020). School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity. International Journal of Psychology. 55(5). 754–768. 9 indexed citations
11.
Seuring, Julian, Camilla Rjosk, & Petra Stanat. (2020). Ethnic Classroom Composition and Minority Language Use among Classmates: Do Peers Matter for Students’ Language Achievement?. European Sociological Review. 36(6). 920–936. 20 indexed citations
12.
Timmermans, Anneke, Christine M. Rubie‐Davies, & Camilla Rjosk. (2018). Pygmalion’s 50th anniversary: the state of the art in teacher expectation research. Educational Research and Evaluation. 24(3-5). 91–98. 26 indexed citations
13.
Gentrup, Sarah, Camilla Rjosk, Petra Stanat, & Georg Lorenz. (2018). Einschätzungen der schulischen Motivation und des Arbeitsverhaltens durch Grundschullehrkräfte und deren Bedeutung für Verzerrungen in Leistungserwartungen. Zeitschrift für Erziehungswissenschaft. 21(4). 867–891. 22 indexed citations
14.
Gentrup, Sarah & Camilla Rjosk. (2018). Pygmalion and the gender gap: do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling?. Educational Research and Evaluation. 24(3-5). 295–323. 36 indexed citations
15.
Edele, Aileen, et al.. (2017). Die Rolle der kulturellen Überzeugungen von Lehrkräften für die schulische Adaption von Heranwachsenden. 1 indexed citations
16.
Rjosk, Camilla, Dirk Richter, Jan Hochweber, Oliver Lüdtke, & Petra Stanat. (2015). Classroom composition and language minority students’ motivation in language lessons.. Journal of Educational Psychology. 107(4). 1171–1185. 26 indexed citations
17.
Rjosk, Camilla, Dirk Richter, Jan Hochweber, et al.. (2014). Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality. Learning and Instruction. 32. 63–72. 74 indexed citations
18.
McElvany, Nele & Camilla Rjosk. (2013). Wann kann Kompetenzdiagnostik negative Auswirkungen haben?. Zeitschrift für Erziehungswissenschaft. 16(S1). 65–70. 4 indexed citations
19.
Rjosk, Camilla, et al.. (2013). Differential growth patterns in emerging reading skills of Turkish-German bilingual and German monolingual primary school students. Reading and Writing. 27(5). 945–968. 27 indexed citations
20.
McElvany, Nele, Camilla Rjosk, Sascha Schroeder, et al.. (2011). Zuverlässigkeit von diagnostischen Lehrerurteilen: Reliabilität verschiedener Urteilsmaße bei der Einschätzung von Schülerleistungen und Aufgabenschwierigkeiten. Unterrichtswissenschaft. 39(2). 102–120. 4 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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