Fani Lauermann

2.4k total citations · 1 hit paper
36 papers, 1.5k citations indexed

About

Fani Lauermann is a scholar working on Education, Social Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Fani Lauermann has authored 36 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 20 papers in Social Psychology and 19 papers in Experimental and Cognitive Psychology. Recurrent topics in Fani Lauermann's work include Education, Achievement, and Giftedness (19 papers), Motivation and Self-Concept in Sports (16 papers) and Teacher Professional Development and Motivation (10 papers). Fani Lauermann is often cited by papers focused on Education, Achievement, and Giftedness (19 papers), Motivation and Self-Concept in Sports (16 papers) and Teacher Professional Development and Motivation (10 papers). Fani Lauermann collaborates with scholars based in Germany, United States and Australia. Fani Lauermann's co-authors include Johannes König, Jacquelynne S. Eccles, Stuart A. Karabenick, Yi‐Miau Tsai, Jean‐Louis Berger, Hanna Gaspard, Dina Guglielmi, Maria Cristina Matteucci, Rebecca Lazarides and Reinhard Pekrun and has published in prestigious journals such as Proceedings of the National Academy of Sciences, Psychological Bulletin and Child Development.

In The Last Decade

Fani Lauermann

34 papers receiving 1.4k citations

Hit Papers

Teachers’ professional competence and wellbeing: Understa... 2016 2026 2019 2022 2016 50 100 150 200
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. Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout
    2016 241 citations Fani Lauermann et al. Learning and Instruction profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Fani Lauermann Germany 22 908 630 536 199 178 36 1.5k
Barbara Flunger Germany 16 689 0.8× 639 1.0× 666 1.2× 175 0.9× 257 1.4× 35 1.4k
Akane Zusho United States 14 871 1.0× 605 1.0× 591 1.1× 160 0.8× 454 2.6× 33 1.5k
Tracy L. Durksen Australia 21 917 1.0× 618 1.0× 272 0.5× 76 0.4× 192 1.1× 43 1.5k
Ridwan Maulana Netherlands 25 1.5k 1.6× 607 1.0× 197 0.4× 123 0.6× 255 1.4× 84 2.0k
Marko Lüftenegger Austria 23 883 1.0× 810 1.3× 664 1.2× 158 0.8× 300 1.7× 66 1.8k
Jessica J. Summers United States 17 727 0.8× 398 0.6× 213 0.4× 153 0.8× 228 1.3× 33 1.2k
Gerda Hagenauer Austria 20 1.1k 1.2× 723 1.1× 299 0.6× 95 0.5× 223 1.3× 70 1.7k
Lisette Hornstra Netherlands 20 933 1.0× 531 0.8× 373 0.7× 224 1.1× 287 1.6× 52 1.6k
Bieke De Fraine Belgium 22 1.4k 1.6× 538 0.9× 586 1.1× 194 1.0× 274 1.5× 92 2.1k
Corwin Senko United States 15 604 0.7× 1.1k 1.7× 1.2k 2.2× 160 0.8× 392 2.2× 21 1.7k

Countries citing papers authored by Fani Lauermann

Since Specialization
Citations

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

Fields of papers citing papers by Fani Lauermann

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Fani Lauermann

This figure shows the co-authorship network connecting the top 25 collaborators of Fani Lauermann. A scholar is included among the top collaborators of Fani Lauermann 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 Fani Lauermann. Fani Lauermann 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.
Lauermann, Fani, et al.. (2025). Differential use and effectiveness of practice testing: Who benefits and who engages?. Learning and Individual Differences. 123. 102761–102761.
2.
Lauermann, Fani, et al.. (2025). Putting the pieces of the puzzle together in modeling gendered educational choices. International Journal of STEM Education. 12(1). 2 indexed citations
3.
4.
Lauermann, Fani, Qiujie Li, Renzhe Yu, et al.. (2024). Students' study activities before and after exam deadlines as predictors of performance in STEM courses: A multi-source data analysis. Learning and Individual Differences. 117. 102598–102598. 1 indexed citations
5.
6.
Lauermann, Fani, et al.. (2023). Relative importance of students’ expectancy–value beliefs as predictors of academic success in gateway math courses. Annals of the New York Academy of Sciences. 1521(1). 132–139. 1 indexed citations
7.
Lauermann, Fani, et al.. (2023). Girls’ comparative advantage in language arts explains little of the gender gap in math-related fields: A replication and extension. Proceedings of the National Academy of Sciences. 120(40). e2305629120–e2305629120. 4 indexed citations
8.
Grob, Urs, et al.. (2022). Different Levels of Context-Specificity of Teacher Self-Efficacy and Their Relations With Teaching Quality. Frontiers in Psychology. 13. 857526–857526. 11 indexed citations
9.
Lauermann, Fani, et al.. (2022). Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains. Child Development. 94(1). 272–287. 10 indexed citations
10.
11.
12.
Gaspard, Hanna, Fani Lauermann, Norman Rose, Allan Wigfield, & Jacquelynne S. Eccles. (2019). Cross-Domain Trajectories of Students’ Ability Self-Concepts and Intrinsic Values in Math and Language Arts. Child Development. 91(5). 1800–1818. 53 indexed citations
13.
Lazarides, Rebecca & Fani Lauermann. (2019). Gendered Paths Into STEM-Related and Language-Related Careers: Girls’ and Boys’ Motivational Beliefs and Career Plans in Math and Language Arts. Frontiers in Psychology. 10. 1243–1243. 39 indexed citations
14.
Lauermann, Fani, Yi‐Miau Tsai, & Jacquelynne S. Eccles. (2017). Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors.. Developmental Psychology. 53(8). 1540–1559. 181 indexed citations
15.
Kumar, Revathy & Fani Lauermann. (2017). Cultural Beliefs and Instructional Intentions: Do Experiences in Teacher Education Institutions Matter?. American Educational Research Journal. 55(3). 419–452. 28 indexed citations
16.
Lauermann, Fani, Jacquelynne S. Eccles, & Reinhard Pekrun. (2017). Why do children worry about their academic achievement? An expectancy-value perspective on elementary students’ worries about their mathematics and reading performance. ZDM. 49(3). 339–354. 50 indexed citations
17.
Praetorius, Anna‐Katharina, Fani Lauermann, Robert M. Klassen, et al.. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education. 65. 241–254. 81 indexed citations
18.
Lauermann, Fani, Angela Chow, & Jacquelynne S. Eccles. (2015). Differential Effects of Adolescents’ Expectancy and Value Beliefs about Math and English on Math/Science-Related and Human Services-Related Career Plans. International Journal of Gender, Science, and Technology. 7(2). 205–228. 27 indexed citations
19.
Matthews, Jamaal S., Meeta Banerjee, & Fani Lauermann. (2014). Academic Identity Formation and Motivation Among Ethnic Minority Adolescents: The Role of the “Self” Between Internal and External Perceptions of Identity. Child Development. 85(6). 2355–2373. 29 indexed citations
20.
Zhang, Lili, et al.. (2010). Academic delay of gratification and children's study time allocation as a function of proximity to consequential academic goals. Learning and Instruction. 21(1). 77–94. 30 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Barbara Flunger Breakdown of academic impact, for papers by Akane Zusho Breakdown of academic impact, for papers by Tracy L. Durksen Breakdown of academic impact, for papers by Ridwan Maulana Breakdown of academic impact, for papers by Marko Lüftenegger Breakdown of academic impact, for papers by Jessica J. Summers Breakdown of academic impact, for papers by Gerda Hagenauer Breakdown of academic impact, for papers by Lisette Hornstra Breakdown of academic impact, for papers by Bieke De Fraine Breakdown of academic impact, for papers by Corwin Senko
Rankless by CCL
2026