Cornelia S. Große

891 total citations
28 papers, 570 citations indexed

About

Cornelia S. Große is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Cornelia S. Große has authored 28 papers receiving a total of 570 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Developmental and Educational Psychology, 12 papers in Education and 10 papers in Experimental and Cognitive Psychology. Recurrent topics in Cornelia S. Große's work include Innovative Teaching and Learning Methods (11 papers), Visual and Cognitive Learning Processes (8 papers) and Mathematics Education and Teaching Techniques (5 papers). Cornelia S. Große is often cited by papers focused on Innovative Teaching and Learning Methods (11 papers), Visual and Cognitive Learning Processes (8 papers) and Mathematics Education and Teaching Techniques (5 papers). Cornelia S. Große collaborates with scholars based in Germany, Austria and United States. Cornelia S. Große's co-authors include Alexander Renkl, Robert K. Atkinson, Rolf Drechsler, Serge Autexier, Christoph Helm, Robert Weinhandl, Frances Hoferichter, Stefan Kulakow, Branko Anđić and Martin Mayerhofer and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Learning and Instruction.

In The Last Decade

Cornelia S. Große

21 papers receiving 520 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Cornelia S. Große Germany 8 338 291 286 131 83 28 570
Katharina Loibl Germany 13 511 1.5× 291 1.0× 425 1.5× 189 1.4× 73 0.9× 47 808
Ron Salden United States 11 368 1.1× 323 1.1× 178 0.6× 257 2.0× 25 0.3× 16 581
Jennifer A. Kaminski United States 11 303 0.9× 224 0.8× 332 1.2× 51 0.4× 197 2.4× 21 584
Gemma Corbalan Netherlands 11 325 1.0× 192 0.7× 220 0.8× 132 1.0× 15 0.2× 16 521
NarayanKripa Sundararajan United States 6 265 0.8× 179 0.6× 203 0.7× 117 0.9× 12 0.1× 9 515
Katherine L. McEldoon United States 8 315 0.9× 107 0.4× 414 1.4× 53 0.4× 223 2.7× 12 633
William Baggett United States 7 290 0.9× 126 0.4× 148 0.5× 193 1.5× 21 0.3× 10 476
Andreas Obersteiner Germany 14 266 0.8× 207 0.7× 493 1.7× 41 0.3× 419 5.0× 43 803
Kristen Pilner Blair United States 11 177 0.5× 62 0.2× 146 0.5× 77 0.6× 45 0.5× 26 390
Jack Lochhead United States 10 213 0.6× 42 0.1× 355 1.2× 56 0.4× 118 1.4× 25 523

Countries citing papers authored by Cornelia S. Große

Since Specialization
Citations

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

Fields of papers citing papers by Cornelia S. Große

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cornelia S. Große. 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 Cornelia S. Große. The network helps show where Cornelia S. Große may publish in the future.

Co-authorship network of co-authors of Cornelia S. Große

This figure shows the co-authorship network connecting the top 25 collaborators of Cornelia S. Große. A scholar is included among the top collaborators of Cornelia S. Große 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 Cornelia S. Große. Cornelia S. Große 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.
Weinhandl, Robert, et al.. (2025). Unpacking teachers’ cognitive engagement strategies with technology by employing the ICAP-TS. Computers and Education Open. 8. 100259–100259.
2.
Helm, Christoph, et al.. (2025). A meta-analysis of students’ academic learning losses over the course of the COVID-19 pandemic. Learning and Instruction. 98. 102111–102111. 1 indexed citations
3.
Weinhandl, Robert, Christoph Helm, Branko Anđić, & Cornelia S. Große. (2025). Decoding digital integration: exploring factors influencing mathematics teachers’ technology adoption. Education and Information Technologies. 30(17). 24505–24541.
4.
Große, Cornelia S., et al.. (2025). Playing with half a balloon? How different considerations and problem characteristics affect problematic word problem solving. European Journal of Psychology of Education. 40(3).
5.
6.
Weinhandl, Robert, Christoph Helm, Branko Anđić, & Cornelia S. Große. (2024). Uncovering mathematics teachers’ instructional anticipations in a digital one-to-one environment: A modified UTAUT study. Heliyon. 10(15). e35381–e35381. 2 indexed citations
7.
Große, Cornelia S., et al.. (2023). Predictors of academic grades: The role of interest, effort, and stress. Learning and Motivation. 82. 101887–101887. 3 indexed citations
8.
Weinhandl, Robert, Martin Mayerhofer, Branko Anđić, & Cornelia S. Große. (2023). An Interplay of Enjoyment, Engagement, and Anxieties: The Characteristics of Upper Secondary School Mathematics Students. Investigations in Mathematics Learning. 16(1). 36–51. 2 indexed citations
9.
Große, Cornelia S., et al.. (2023). Mathematical problems in and out of school: The impact of considering mathematical operations and reality on real-life solutions. European Journal of Psychology of Education. 39(2). 767–783. 1 indexed citations
10.
Helm, Christoph, et al.. (2022). Educational inequality and COVID-19: Who takes advantage of summer schools and other remedial measures?. Zeitschrift für Bildungsforschung. 12(2). 407–436. 3 indexed citations
11.
Große, Cornelia S.. (2022). Multiple solutions in dyads or alone – Fostering the acquisition of modeling competencies in mathematics. Learning and Instruction. 82. 101683–101683. 4 indexed citations
12.
Große, Cornelia S., et al.. (2019). Look What I Can Do: Acquisition of Programming Skills in the Context of Living Labs. 30. 197–207. 5 indexed citations
13.
Große, Cornelia S., et al.. (2019). Smart Homes Programming. 146–152. 8 indexed citations
14.
Große, Cornelia S. & Rolf Drechsler. (2019). Information Storage. 1 indexed citations
15.
Große, Cornelia S.. (2018). “Copying allowed – But be careful, errors included!” – Effects of copying correct and incorrect solutions on learning outcomes. Learning and Instruction. 58. 173–181. 7 indexed citations
16.
Große, Cornelia S.. (2017). Effects of Multiple Choice Options in Mathematics Learning.. European Journal of Science and Mathematics Education. 5(2). 165–177. 5 indexed citations
17.
Große, Cornelia S., et al.. (2017). SELF-PRACTICING OF LOGIC CIRCUITS THROUGH MOBILE DEVICES: LECTURERS’ AND STUDENTS’ PERCEPTIONS. EDULEARN proceedings. 2 indexed citations
18.
Große, Cornelia S.. (2015). Fostering modeling competencies: benefits of worked examples, problems to be solved, and fading procedures. European Journal of Science and Mathematics Education. 3(4). 364–375. 11 indexed citations
19.
Große, Cornelia S. & Alexander Renkl. (2006). Effects of multiple solution methods in mathematics learning. Learning and Instruction. 16(2). 122–138. 91 indexed citations
20.
Renkl, Alexander, Robert K. Atkinson, & Cornelia S. Große. (2004). How Fading Worked Solution Steps Works – A Cognitive Load Perspective. Instructional Science. 32(1-2). 59–82. 157 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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