Charlotte Dignath

4.3k total citations · 5 hit papers
28 papers, 2.9k citations indexed

About

Charlotte Dignath is a scholar working on Developmental and Educational Psychology, Education and Social Psychology. According to data from OpenAlex, Charlotte Dignath has authored 28 papers receiving a total of 2.9k indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Developmental and Educational Psychology, 20 papers in Education and 7 papers in Social Psychology. Recurrent topics in Charlotte Dignath's work include Innovative Teaching and Learning Methods (21 papers), Online and Blended Learning (13 papers) and Educational Strategies and Epistemologies (5 papers). Charlotte Dignath is often cited by papers focused on Innovative Teaching and Learning Methods (21 papers), Online and Blended Learning (13 papers) and Educational Strategies and Epistemologies (5 papers). Charlotte Dignath collaborates with scholars based in Germany, Netherlands and Australia. Charlotte Dignath's co-authors include Gerhard Büttner, Hans‐Peter Langfeldt, Gerhard Buettner, Greetje van der Werf, Marcel V. J. Veenman, Hester de Boer, Danny Kostons, Franziska Perels, Eckhard Klieme and Barbara Otto and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Teaching and Teacher Education.

In The Last Decade

Charlotte Dignath

26 papers receiving 2.7k citations

Hit Papers

Components of fostering self-regulated learning among stu... 2008 2026 2014 2020 2008 2008 2020 2018 2022 200 400 600
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.

  1. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
    2008 708 citations Charlotte Dignath, Gerhard Büttner Metacognition and Learning profile →
  2. How can primary school students learn self-regulated learning strategies most effectively?
    2008 611 citations Charlotte Dignath, Gerhard Buettner et al. Educational Research Review profile →
  3. The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
    2020 202 citations Charlotte Dignath, Marcel V. J. Veenman Educational Psychology Review profile →
  4. Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
    2018 182 citations Charlotte Dignath, Gerhard Büttner Metacognition and Learning profile →
  5. Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
    2022 77 citations Charlotte Dignath, Reyn van Ewijk et al. Educational Psychology Review profile →

Peers

Charlotte Dignath
Gerhard Büttner Germany
Christine Howe United Kingdom
Douglas J. Hacker United States
B.H.A.M. van Hout‐Wolters Netherlands
John L. Nietfeld United States
Christa S. C. Asterhan Israel
Janneke van de Pol Netherlands
Temi Bidjerano United States
Manuel Martínez Pons United States
Heidrun Stoeger Germany
Gerhard Büttner Germany
Charlotte Dignath
Citations per year, relative to Charlotte Dignath Charlotte Dignath (= 1×) peers Gerhard Büttner

Countries citing papers authored by Charlotte Dignath

Since Specialization
Citations

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

Fields of papers citing papers by Charlotte Dignath

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Charlotte Dignath

This figure shows the co-authorship network connecting the top 25 collaborators of Charlotte Dignath. A scholar is included among the top collaborators of Charlotte Dignath 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 Charlotte Dignath. Charlotte Dignath 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.
Kleen, Hannah, et al.. (2025). Pre‐service teachers' explicit and implicit stereotypes towards pupils with different special educational needs. British Journal of Educational Psychology.
2.
Panadero, Ernesto, et al.. (2024). Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review. Educational Psychology Review. 36(4). 6 indexed citations
3.
4.
Vosniadou, Stella, David Jeffries, Michael J. Lawson, et al.. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. 19(1). 381–419. 13 indexed citations
5.
Dignath, Charlotte, et al.. (2024). Judging a book by its cover? Investigating pre-service teacher's stereotypes towards pupils with special educational needs. Teaching and Teacher Education. 142. 104526–104526. 2 indexed citations
6.
Dignath, Charlotte, Reyn van Ewijk, Franziska Perels, & Sabine Fabriz. (2023). Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring. Educational Psychology Review. 35(2). 18 indexed citations
7.
Bellhäuser, Henrik, Charlotte Dignath, & Maria Theobald. (2023). Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment. Frontiers in Psychology. 14. 1125873–1125873. 14 indexed citations
8.
Baier‐Mosch, Franziska, et al.. (2023). Promoting pre- and in-service teachers’ digital competence by using reverse mentoring. Unterrichtswissenschaft. 51(4). 559–577. 3 indexed citations
9.
Dignath, Charlotte, et al.. (2023). How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competency. Unterrichtswissenschaft. 52(1). 65–92. 1 indexed citations
10.
Baier‐Mosch, Franziska, et al.. (2021). Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases. Instructional Science. 49(6). 855–876. 10 indexed citations
11.
Dignath, Charlotte & Zemira R. Mevarech. (2021). Introduction to special issue mind the gap between research and practice in the area of teachers’ support of metacognition and SRL. Metacognition and Learning. 16(3). 517–521. 8 indexed citations
12.
Dignath, Charlotte, Jonathan Fink, & Mareike Kunter. (2021). Reading Persuasive Texts Affects Preservice Teachers’ Beliefs About Cultural Diversity in the Classroom. Journal of Teacher Education. 73(2). 188–200. 3 indexed citations
13.
14.
Dignath, Charlotte & Marcel V. J. Veenman. (2020). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review. 33(2). 489–533. 202 indexed citations breakdown →
15.
16.
Dignath, Charlotte & Gerhard Büttner. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews. Metacognition and Learning. 13(2). 127–157. 182 indexed citations breakdown →
17.
Dignath, Charlotte, Sabine Fabriz, & Gerhard Büttner. (2015). Fostering Self-Regulated Learning Among Students by Means of an Electronic Learning Diary: A Training Experiment. Journal of Cognitive Education and Psychology. 14(1). 77–97. 47 indexed citations
18.
Dignath, Charlotte & Greetje van der Werf. (2012). What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation. SHILAP Revista de lepidopterología. 2012. 1–10. 111 indexed citations
19.
Perels, Franziska, Charlotte Dignath, & Bernhard Schmitz. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education. 24(1). 17–31. 124 indexed citations
20.
Dignath, Charlotte, Gerhard Buettner, & Hans‐Peter Langfeldt. (2008). How can primary school students learn self-regulated learning strategies most effectively?. Educational Research Review. 3(2). 101–129. 611 indexed citations breakdown →

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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Gerhard Büttner Breakdown of academic impact, for papers by Christine Howe Breakdown of academic impact, for papers by Douglas J. Hacker Breakdown of academic impact, for papers by B.H.A.M. van Hout‐Wolters Breakdown of academic impact, for papers by John L. Nietfeld Breakdown of academic impact, for papers by Christa S. C. Asterhan Breakdown of academic impact, for papers by Janneke van de Pol Breakdown of academic impact, for papers by Temi Bidjerano Breakdown of academic impact, for papers by Manuel Martínez Pons Breakdown of academic impact, for papers by Heidrun Stoeger
Rankless by CCL
2026