Constance Karing

762 total citations
32 papers, 508 citations indexed

About

Constance Karing is a scholar working on Education, Clinical Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Constance Karing has authored 32 papers receiving a total of 508 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 13 papers in Clinical Psychology and 7 papers in Experimental and Cognitive Psychology. Recurrent topics in Constance Karing's work include COVID-19 and Mental Health (10 papers), Teacher Professional Development and Motivation (7 papers) and Mindfulness and Compassion Interventions (7 papers). Constance Karing is often cited by papers focused on COVID-19 and Mental Health (10 papers), Teacher Professional Development and Motivation (7 papers) and Mindfulness and Compassion Interventions (7 papers). Constance Karing collaborates with scholars based in Germany, South Africa and Luxembourg. Constance Karing's co-authors include Cordula Artelt, Andreas Beelmann, Tobias Dörfler, Maximilian Pfost, Johanna Kaiser, Stefan Ufer, Andreas Hetmanek, Stephanie Herppich, Anna‐Katharina Praetorius and Karina Karst and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Frontiers in Psychology.

In The Last Decade

Constance Karing

28 papers receiving 476 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Constance Karing Germany 13 295 115 115 112 93 32 508
Shirley M. Yates Australia 10 260 0.9× 122 1.1× 86 0.7× 73 0.7× 113 1.2× 28 450
Maria Cristina Matteucci Italy 14 219 0.7× 108 0.9× 84 0.7× 90 0.8× 169 1.8× 39 483
Acácia Aparecida Angeli dos Santos Brazil 12 199 0.7× 69 0.6× 35 0.3× 88 0.8× 54 0.6× 41 384
Le Xu China 10 255 0.9× 149 1.3× 175 1.5× 104 0.9× 274 2.9× 15 601
Xinchen Fu China 12 185 0.6× 128 1.1× 64 0.6× 44 0.4× 122 1.3× 18 421
Sabina Rak Neugebauer United States 14 298 1.0× 106 0.9× 42 0.4× 323 2.9× 51 0.5× 40 587
Amélie Roy Canada 5 325 1.1× 84 0.7× 193 1.7× 93 0.8× 258 2.8× 5 554
Harald Valås Norway 8 244 0.8× 124 1.1× 177 1.5× 105 0.9× 210 2.3× 12 492
Yunhuo Cui China 9 343 1.2× 165 1.4× 85 0.7× 123 1.1× 221 2.4× 13 592
Norman B. Mendoza Hong Kong 12 124 0.4× 161 1.4× 125 1.1× 84 0.8× 173 1.9× 38 467

Countries citing papers authored by Constance Karing

Since Specialization
Citations

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

Fields of papers citing papers by Constance Karing

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Constance Karing

This figure shows the co-authorship network connecting the top 25 collaborators of Constance Karing. A scholar is included among the top collaborators of Constance Karing 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 Constance Karing. Constance Karing 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.
Idemudia, Erhabor Sunday, Constance Karing, & Lawrence E. Ugwu. (2025). Cross-cultural validation of acculturation measures: Expanding the East Asian acculturation framework for global applicability. PLoS ONE. 20(3). e0310351–e0310351. 2 indexed citations
2.
3.
Schaller, H.‐G. & Constance Karing. (2024). Improving Mindfulness, Well-Being, and Stress: No Additional Benefits of Mindfulness Apps in Natural Settings—A Randomized Trial. Ecopsychology. 16(3). 191–199. 1 indexed citations
4.
5.
Karing, Constance, et al.. (2023). Einsatz von Präventionsprogrammen an Grundschulen während der Coronapandemie (COVID-19, „coronavirus disease 2019“). Prävention und Gesundheitsförderung. 20(1). 124–130. 1 indexed citations
6.
Lawal, Abiodun Musbau, et al.. (2022). COVID-19 context and job insecurity among casual employees: The predictive value of education, financial stress, and coping ability. Journal of Psychology in Africa. 32(5). 440–446. 1 indexed citations
7.
Karing, Constance. (2021). Prevalence and predictors of anxiety, depression and stress among university students during the period of the first lockdown in Germany. Journal of Affective Disorders Reports. 5. 100174–100174. 58 indexed citations
8.
Karing, Constance, et al.. (2021). Relationships Between Mindfulness Facets and Mental and Physical Health in Meditating and Nonmeditating University Students. PUBLISSO (German National Library of Medicine). 28(4). 1–10. 2 indexed citations
9.
Karing, Constance, Maximilian Pfost, & Cordula Artelt. (2018). Is Secondary School Teacher Judgment Accuracy Related to the Development of Students’ Reading Literacy?. 1 indexed citations
10.
Karing, Constance & Andreas Beelmann. (2018). Cognitive Emotional Regulation Strategies: Potential Mediators in the Relationship Between Mindfulness, Emotional Exhaustion, and Satisfaction?. Mindfulness. 10(3). 459–468. 13 indexed citations
11.
Herppich, Stephanie, Anna‐Katharina Praetorius, Andreas Hetmanek, et al.. (2017). Ein Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften. Open Repository and Bibliography (University of Luxembourg). 7 indexed citations
12.
Marko, Martha, Constance Karing, & Andreas Beelmann. (2016). Neue Wege wagen. Prävention und Gesundheitsförderung. 12(2). 79–84. 1 indexed citations
13.
Karing, Constance, et al.. (2015). Personality similarity between teachers and their students influences teacher judgement of student achievement. Educational Psychology. 36(5). 863–878. 16 indexed citations
14.
Karing, Constance, et al.. (2015). Herausforderungen von Präventionsarbeit an Grundschulen. Prävention und Gesundheitsförderung. 10(3). 229–234. 5 indexed citations
15.
Artelt, Cordula, Tobias Dörfler, Susanne Ebert, Constance Karing, & Susanne Kuger. (2013). The development of reading literacy from early childhood to adolescence : Empirical findings from the Bamberg BiKS longitudinal studies. 33 indexed citations
16.
Karing, Constance & Cordula Artelt. (2013). Genauigkeit von Lehrpersonenurteilen und Ansatzpunkte ihrer Förderung in der Aus- und Weiterbildung von Lehrkräften. BzL - Beiträge zur Lehrerinnen- und Lehrerbildung. 31(2). 166–173. 4 indexed citations
17.
Karing, Constance & Cordula Artelt. (2013). Genauigkeit von Lehrpersonenurteilen und Ansatzpunkte ihrer Förderung in der Aus- und Weiterbildung von Lehrkräften. SHILAP Revista de lepidopterología. 31(2). 166–173. 1 indexed citations
18.
Karing, Constance, Maximilian Pfost, & Cordula Artelt. (2012). Is there a relationship between lower secondary school teacher judgment accuracy and the development of students’ reading and mathematical competence?. 3(2). 119–147. 1 indexed citations
19.
20.
Karing, Constance. (2009). Diagnostische Kompetenz von Grundschul- und Gymnasiallehr- kräften im Leistungsbereich und im Bereich Interessen. Zeitschrift für Pädagogische Psychologie. 23(34). 197–209. 43 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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2026