Jan-Henning Ehm

447 total citations
31 papers, 309 citations indexed

About

Jan-Henning Ehm is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Jan-Henning Ehm has authored 31 papers receiving a total of 309 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 11 papers in Developmental and Educational Psychology and 6 papers in Sociology and Political Science. Recurrent topics in Jan-Henning Ehm's work include Early Childhood Education and Development (11 papers), Reading and Literacy Development (7 papers) and Language Development and Disorders (6 papers). Jan-Henning Ehm is often cited by papers focused on Early Childhood Education and Development (11 papers), Reading and Literacy Development (7 papers) and Language Development and Disorders (6 papers). Jan-Henning Ehm collaborates with scholars based in Germany, United Arab Emirates and Norway. Jan-Henning Ehm's co-authors include Marcus Hasselhorn, Staffan I. Lindberg, Florian Schmiedek, Jan Lonnemann, Christoph Mischo, Caterina Gawrilow, Janosch Linkersdörfer, Wolfgang Schneider, Elmar Souvignier and Andreas Gold and has published in prestigious journals such as Developmental Psychology, Teaching and Teacher Education and Journal of Experimental Child Psychology.

In The Last Decade

Jan-Henning Ehm

28 papers receiving 295 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jan-Henning Ehm Germany 11 176 110 101 77 38 31 309
Anies Al‐Hroub Lebanon 11 162 0.9× 66 0.6× 106 1.0× 32 0.4× 41 1.1× 36 319
Carol L. Tieso United States 10 233 1.3× 80 0.7× 150 1.5× 93 1.2× 26 0.7× 21 412
Pilvi Peura Finland 8 153 0.9× 89 0.8× 135 1.3× 88 1.1× 73 1.9× 11 300
Katharina Kriegbaum Germany 6 164 0.9× 71 0.6× 154 1.5× 112 1.5× 28 0.7× 7 295
Pablo Miñano Spain 13 293 1.7× 69 0.6× 147 1.5× 151 2.0× 18 0.5× 36 440
Marcela Mansur‐Alves Brazil 9 69 0.4× 71 0.6× 122 1.2× 41 0.5× 18 0.5× 46 275
Cristina Sanches Portugal 8 155 0.9× 50 0.5× 167 1.7× 189 2.5× 20 0.5× 21 360
Karin Linnanmäki Finland 9 183 1.0× 67 0.6× 70 0.7× 78 1.0× 55 1.4× 13 283
Ali Mahdi Kazem Oman 11 182 1.0× 59 0.5× 46 0.5× 42 0.5× 24 0.6× 32 310
Mary G. Rizza United States 13 265 1.5× 72 0.7× 154 1.5× 90 1.2× 12 0.3× 23 405

Countries citing papers authored by Jan-Henning Ehm

Since Specialization
Citations

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

Fields of papers citing papers by Jan-Henning Ehm

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jan-Henning Ehm. 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 Jan-Henning Ehm. The network helps show where Jan-Henning Ehm may publish in the future.

Co-authorship network of co-authors of Jan-Henning Ehm

This figure shows the co-authorship network connecting the top 25 collaborators of Jan-Henning Ehm. A scholar is included among the top collaborators of Jan-Henning Ehm 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 Jan-Henning Ehm. Jan-Henning Ehm 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.
Ehm, Jan-Henning, et al.. (2024). Pandemic-related threats and well-being: A longitudinal study of preschool teachers in Germany during the COVID-19 pandemic. Early Childhood Research Quarterly. 70. 320–333.
2.
Ehm, Jan-Henning, et al.. (2023). Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic. Teaching and Teacher Education. 124. 104015–104015. 12 indexed citations
3.
Ehm, Jan-Henning, et al.. (2023). The Underlying Components of Growth in Decoding and Reading Comprehension: Findings from a 5-Year Longitudinal Study of German-Speaking Children. Scientific Studies of Reading. 27(4). 311–333. 5 indexed citations
4.
Georgiou, George K., et al.. (2021). Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German. Reading and Writing. 34(9). 2317–2336. 8 indexed citations
5.
Ehm, Jan-Henning, et al.. (2021). Profiles of German early childhood teachers’ pedagogical content beliefs and the relation to their competencies. Early Childhood Research Quarterly. 58. 47–58. 12 indexed citations
6.
Lindberg, Staffan I., et al.. (2021). Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN. Annals of Dyslexia. 71(3). 458–482. 2 indexed citations
7.
Ehm, Jan-Henning, Marcus Hasselhorn, & Florian Schmiedek. (2021). Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte verschiedener längsschnittlicher Analysemethoden. Zeitschrift für Pädagogische Psychologie. 36(4). 279–288. 3 indexed citations
8.
Hartmann, Ulrike, et al.. (2019). Unter welchen Bedingungen gelingt die Implementation eines Modellvorhabens zur Förderung der Schulbereitschaft in Kindertagesstätten?. Zeitschrift für Erziehungswissenschaft. 23(1). 61–82. 1 indexed citations
9.
Ehm, Jan-Henning, Marcus Hasselhorn, & Florian Schmiedek. (2019). Analyzing the developmental relation of academic self-concept and achievement in elementary school children: Alternative models point to different results.. Developmental Psychology. 55(11). 2336–2351. 41 indexed citations
10.
Geyer, Sabrina, et al.. (2019). Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam?. Frühe Bildung. 8(4). 181–186. 5 indexed citations
11.
Ehm, Jan-Henning, et al.. (2018). Exploring factors underlying children’s acquisition and retrieval of sound–symbol association skills. Journal of Experimental Child Psychology. 177. 86–99. 18 indexed citations
12.
Hasselhorn, Marcus, et al.. (2017). Die Perspektive pädagogischer Fachkräfte auf schulvorbereitende Zusatzförderung in der Kita. Unterrichtswissenschaft. 1 indexed citations
13.
Ehm, Jan-Henning, Jan Lonnemann, & Marcus Hasselhorn. (2017). Wie Kinder zwischen vier und acht Jahren lernen. 3 indexed citations
14.
Ehm, Jan-Henning, et al.. (2017). Teachers’ self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children. Early Child Development and Care. 189(2). 339–351. 12 indexed citations
15.
Hartmann, Ulrike, et al.. (2017). Zusätzliche individuelle Förderung in Kindertagesstätten. Frühe Bildung. 6(4). 217–224. 1 indexed citations
16.
Ehm, Jan-Henning, et al.. (2016). The association of ADHD symptoms and reading acquisition during elementary school years.. Developmental Psychology. 52(9). 1445–1456. 17 indexed citations
17.
Ehm, Jan-Henning, et al.. (2014). Selbstkonzept und Schulleistungen von Grundschülern mit ADHS-Symptomen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 46(2). 79–88. 2 indexed citations
18.
Souvignier, Elmar, et al.. (2014). Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language. Child Indicators Research. 7(4). 787–804. 7 indexed citations
19.
Lindberg, Staffan I., Janosch Linkersdörfer, Jan-Henning Ehm, Marcus Hasselhorn, & Jan Lonnemann. (2013). Gender Differences in Children’s Math Self-Concept in the First Years of Elementary School. Journal of Education and Learning. 2(3). 31 indexed citations
20.
Ehm, Jan-Henning, et al.. (2013). Prädiktoren der Lesekompetenz bei Kindern mit Deutsch als Zweitsprache. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 45(4). 173–190. 15 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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