Gerhard Büttner

4.2k total citations · 4 hit papers
61 papers, 2.8k citations indexed

About

Gerhard Büttner is a scholar working on Developmental and Educational Psychology, Education and Social Psychology. According to data from OpenAlex, Gerhard Büttner has authored 61 papers receiving a total of 2.8k indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Developmental and Educational Psychology, 30 papers in Education and 13 papers in Social Psychology. Recurrent topics in Gerhard Büttner's work include Reading and Literacy Development (14 papers), Innovative Teaching and Learning Methods (10 papers) and Cognitive and developmental aspects of mathematical skills (9 papers). Gerhard Büttner is often cited by papers focused on Reading and Literacy Development (14 papers), Innovative Teaching and Learning Methods (10 papers) and Cognitive and developmental aspects of mathematical skills (9 papers). Gerhard Büttner collaborates with scholars based in Germany, United Kingdom and Czechia. Gerhard Büttner's co-authors include Charlotte Dignath, Eckhard Klieme, Jasmin Decristan, Benjamin Fauth, Svenja Rieser, Marcus Hasselhorn, Mareike Kunter, Barbara Otto, Ilonca Hardy and Saskia Kistner and has published in prestigious journals such as Journal of Educational Psychology, Frontiers in Psychology and American Educational Research Journal.

In The Last Decade

Gerhard Büttner

55 papers receiving 2.7k citations

Hit Papers

align trajectories sort by overperformance

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.

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

2008 708 citations Gerhard Büttner et al. profile →
Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes

2013 376 citations Benjamin Fauth, Jasmin Decristan et al. profile →
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality

2019 287 citations Benjamin Fauth, Jasmin Decristan et al. profile →
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 Gerhard Büttner et al. profile →

Author Peers

Peers are selected by citation overlap in the author's most active subfields. citations · hero ref

Author						Papers	Cites
Gerhard Büttner	1.9k	1.5k	428	378	205	61	2.8k
Charlotte Dignath	1.9k 1.0×	2.2k 1.4×	408 1.0×	332 0.9×	58 0.3×	28	2.9k
Christine Howe	2.3k 1.2×	1.8k 1.2×	339 0.8×	184 0.5×	83 0.4×	80	3.1k
Marcel V. J. Veenman	2.6k 1.4×	3.5k 2.3×	375 0.9×	656 1.7×	183 0.9×	45	4.5k
Katrin Rakoczy	1.6k 0.8×	723 0.5×	431 1.0×	437 1.2×	154 0.8×	48	2.2k
Heidrun Stoeger	899 0.5×	819 0.5×	687 1.6×	800 2.1×	171 0.8×	117	2.1k
Linda Bol	1.4k 0.8×	1.3k 0.9×	291 0.7×	437 1.2×	59 0.3×	66	2.5k
Matthias Nückles	1.3k 0.7×	1.5k 1.0×	280 0.7×	717 1.9×	53 0.3×	99	2.5k
Douglas J. Hacker	1.2k 0.6×	1.4k 0.9×	258 0.6×	420 1.1×	75 0.4×	45	2.2k
Peter Afflerbach	2.5k 1.3×	3.2k 2.1×	169 0.4×	463 1.2×	232 1.1×	52	4.5k
Eve Kikas	1.8k 0.9×	911 0.6×	596 1.4×	361 1.0×	201 1.0×	124	2.5k

Countries citing papers authored by Gerhard Büttner

Since Specialization

Citations

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

Fields of papers citing papers by Gerhard Büttner

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Gerhard Büttner

This figure shows the co-authorship network connecting the top 25 collaborators of Gerhard Büttner. A scholar is included among the top collaborators of Gerhard Büttner 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 Gerhard Büttner. Gerhard Büttner is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Vannini, Natalie, et al.. (2024). Scope of School Psychological Practice in Germany: Part 1. Canadian Journal of School Psychology. 39(3). 199–226. 1 indexed citations

Reupert, Andrea, Kelly‐Ann Allen, Emily Berger, et al.. (2021). The practices of psychologists working in schools during COVID-19: A multi-country investigation.. School Psychology. 37(2). 190–201. 17 indexed citations

Müller, Bettina, et al.. (2021). Measurement of the Effects of School Psychological Services: A Scoping Review. Frontiers in Psychology. 12. 606228–606228. 4 indexed citations

Hammerstein, Svenja, et al.. (2021). Individual differences in children’s strategy selection in a computational estimation task with two versus three available strategies. Journal of Experimental Child Psychology. 208. 105132–105132. 1 indexed citations

Hammerstein, Svenja, et al.. (2021). Effects of presentation modality and duration on children’s strategy use: A study in computational estimation. Quarterly Journal of Experimental Psychology. 75(8). 1448–1463. 2 indexed citations

Hammerstein, Svenja, et al.. (2019). Effects of working memory updating on children’s arithmetic performance and strategy use: A study in computational estimation. Journal of Experimental Child Psychology. 184. 174–191. 11 indexed citations

Ackermann, Katharina, Anne Martinelli, Anka Bernhard, et al.. (2019). Friendship Quality in Youth With and Without Disruptive Behavior Disorders: The Role of Empathy, Aggression, and Callousness. Child Psychiatry & Human Development. 50(5). 776–788. 5 indexed citations

Henry, Lucy A., et al.. (2019). Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study. Memory. 27(6). 758–771. 12 indexed citations

Lonnemann, Jan, Christian Müller, Gerhard Büttner, & Marcus Hasselhorn. (2018). The influence of visual–spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills. Journal of Experimental Child Psychology. 178. 184–197. 9 indexed citations

10.

Schuchardt, Kirsten, et al.. (2018). Development of Working Memory from Grade 3 to 5: Differences between Children With and Without Mathematical Learning Difficulties. International Journal of Disability Development and Education. 1–17. 11 indexed citations

11.

Henry, Lucy A., Gerhard Büttner, Claudia Mähler, et al.. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities. 58. 83–93. 11 indexed citations

12.

Rieser, Svenja, Alexander Naumann, Jasmin Decristan, et al.. (2016). The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school. British Journal of Educational Psychology. 86(4). 526–545. 31 indexed citations

13.

Büttner, Gerhard, et al.. (2013). Phonological short-term memory impairment and the word length effect in children with intellectual disabilities. Research in Developmental Disabilities. 35(2). 455–462. 8 indexed citations

14.

Büttner, Gerhard, et al.. (2012). Relationships Between Working Memory and Academic Skills: Are There Differences Between Children With Intellectual Disabilities and Typically Developing Children?. Journal of Cognitive Education and Psychology. 11(1). 20–38. 13 indexed citations

15.

Decristan, Jasmin, Ilonca Hardy, Eckhard Klieme, et al.. (2011). Individuelle Förderung und adaptive Lerngelegenheiten im Grundschulunterricht. Zeitschrift für Pädagogik. 3 indexed citations

16.

Büttner, Gerhard & Marcus Hasselhorn. (2011). Learning Disabilities: Debates on definitions, causes, subtypes, and responses. International Journal of Disability Development and Education. 58(1). 75–87. 95 indexed citations

17.

Büttner, Gerhard. (2011). „Als ich ein Kind war, da redete ich wie ein Kind und dachte wie ein Kind ...“. Praktische Theologie. 46(4).

18.

Büttner, Gerhard. (2007). Kinder – Theologie. Evangelische Theologie. 67(3). 216–229. 1 indexed citations

19.

Büttner, Gerhard. (2007). How theologizing with children can work. British Journal of Religious Education. 29(2). 127–139. 8 indexed citations

20.

Otto, Barbara, et al.. (2004). Effekte direkter und indirekter Interventionen auf die Lernmotivation von Schülern. Psychologie in Erziehung und Unterricht. 287–302. 1 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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