Elisa Oppermann

715 total citations
27 papers, 446 citations indexed

About

Elisa Oppermann is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Elisa Oppermann has authored 27 papers receiving a total of 446 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 9 papers in Experimental and Cognitive Psychology and 8 papers in Social Psychology. Recurrent topics in Elisa Oppermann's work include Early Childhood Education and Development (10 papers), Education, Achievement, and Giftedness (9 papers) and Child Development and Digital Technology (6 papers). Elisa Oppermann is often cited by papers focused on Early Childhood Education and Development (10 papers), Education, Achievement, and Giftedness (9 papers) and Child Development and Digital Technology (6 papers). Elisa Oppermann collaborates with scholars based in Germany, United States and South Africa. Elisa Oppermann's co-authors include Yvonne Anders, Martin Brunner, Rebecca Lazarides, Axinja Hachfeld, Jacquelynne S. Eccles, Mirjam Steffensky, Katrin Wolf, Theresia Hummel, Uta Klusmann and Kalle Juuti and has published in prestigious journals such as Developmental Psychology, Frontiers in Psychology and Teaching and Teacher Education.

In The Last Decade

Elisa Oppermann

25 papers receiving 418 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Elisa Oppermann Germany 11 336 91 70 62 60 27 446
Laura Betancur United States 10 198 0.6× 48 0.5× 70 1.0× 47 0.8× 56 0.9× 18 350
Gina M. Pannozzo United States 5 441 1.3× 111 1.2× 52 0.7× 82 1.3× 94 1.6× 8 576
Berrin Akman Türkiye 12 460 1.4× 83 0.9× 21 0.3× 104 1.7× 60 1.0× 120 567
Melissa C. Gilbert United States 6 253 0.8× 96 1.1× 131 1.9× 25 0.4× 116 1.9× 9 402
Pey‐Tee Oon Macao 9 205 0.6× 58 0.6× 49 0.7× 69 1.1× 50 0.8× 23 308
Laura LoGerfo United States 6 448 1.3× 105 1.2× 24 0.3× 57 0.9× 41 0.7× 9 522
Fred Morrison United Kingdom 5 588 1.8× 187 2.1× 54 0.8× 143 2.3× 62 1.0× 6 706
Ellen M. Tomchin United States 11 322 1.0× 72 0.8× 126 1.8× 44 0.7× 86 1.4× 13 444
Sandra A. Deemer United States 7 358 1.1× 65 0.7× 77 1.1× 51 0.8× 97 1.6× 13 463
M. Francisca del Río Chile 11 310 0.9× 149 1.6× 81 1.2× 22 0.4× 52 0.9× 29 452

Countries citing papers authored by Elisa Oppermann

Since Specialization
Citations

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

Fields of papers citing papers by Elisa Oppermann

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Elisa Oppermann

This figure shows the co-authorship network connecting the top 25 collaborators of Elisa Oppermann. A scholar is included among the top collaborators of Elisa Oppermann 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 Elisa Oppermann. Elisa Oppermann 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.
Oppermann, Elisa, et al.. (2025). The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning. Science Education. 109(5). 1365–1383.
2.
Oppermann, Elisa, et al.. (2024). The Role of Social Categories and the Social Climate for the Development of Well-Being in Elementary School Students. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 56(1-2). 7–19. 2 indexed citations
3.
Kluczniok, Katharina, et al.. (2024). Relationships Among Parental Self‐Efficacy, Home Learning Activities, and Child Skills. Family Relations. 73(4). 2602–2620. 2 indexed citations
4.
Anders, Yvonne, et al.. (2024). Emotional Exhaustion in German Preschool Teachers: The Role of Personal, Structural, and Social Conditions at the Workplace. Journal of Research in Childhood Education. 39(1). 78–97. 1 indexed citations
5.
Oppermann, Elisa, et al.. (2024). Intersectionality in Educational Contexts. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 56(1-2). 1–6. 2 indexed citations
6.
Anders, Yvonne & Elisa Oppermann. (2024). Frühpädagogische Qualität in Kindertageseinrichtungen: Eine Erweiterung des Struktur-Prozess-Modells. Zeitschrift für Erziehungswissenschaft. 27(2). 551–577. 2 indexed citations
7.
Oppermann, Elisa, et al.. (2024). Children’s Social-Emotional Development During the COVID-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments. Early Education and Development. 35(7). 1432–1460. 2 indexed citations
8.
9.
Anders, Yvonne, et al.. (2023). Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool. European Early Childhood Education Research Journal. 31(6). 1016–1032. 11 indexed citations
10.
11.
Oppermann, Elisa, et al.. (2021). (Digitale) Elternzusammenarbeit in Kindertageseinrichtungen während der Corona-Pandemie. Digitalisierungsschub oder verpasste Chance?. Zeitschrift für Erziehungswissenschaft. 24(2). 313–338. 7 indexed citations
12.
Lazarides, Rebecca, Anna‐Lena Dicke, Charlott Rubach, Elisa Oppermann, & Jacquelynne S. Eccles. (2021). Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework.. Developmental Psychology. 57(11). 1893–1909. 18 indexed citations
13.
Oppermann, Elisa, et al.. (2020). Geschlechtsunterschiede in der kindlichen MINT-Lernmotivation: Forschungsbefunde zu bestehenden Unterschieden und Einflussfaktoren. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research. 15(1-2020). 38–52. 1 indexed citations
14.
15.
Oppermann, Elisa, et al.. (2020). Burnout undermines empathising: do induced burnout symptoms impair cognitive and affective empathy?. Cognition & Emotion. 35(1). 185–192. 10 indexed citations
16.
Oppermann, Elisa, et al.. (2020). Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations. Contemporary Educational Psychology. 64. 101927–101927. 27 indexed citations
17.
Anders, Yvonne, Ilonca Hardy, Miriam Leuchter, et al.. (2019). Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder. Verlag Barbara Budrich eBooks. 3 indexed citations
18.
Oppermann, Elisa, Martin Brunner, & Yvonne Anders. (2019). The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation. Learning and Individual Differences. 70. 86–99. 65 indexed citations
19.
Oppermann, Elisa, Martin Brunner, Jacquelynne S. Eccles, & Yvonne Anders. (2017). Uncovering young children's motivational beliefs about learning science. Journal of Research in Science Teaching. 55(3). 399–421. 47 indexed citations
20.
Oppermann, Elisa, Yvonne Anders, & Axinja Hachfeld. (2016). The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play.. Teaching and Teacher Education. 58. 174–184. 66 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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