Karen Aldrup

1.5k total citations · 2 hit papers
19 papers, 913 citations indexed

About

Karen Aldrup is a scholar working on Education, Social Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Karen Aldrup has authored 19 papers receiving a total of 913 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 11 papers in Social Psychology and 5 papers in Experimental and Cognitive Psychology. Recurrent topics in Karen Aldrup's work include Early Childhood Education and Development (6 papers), Education, Achievement, and Giftedness (5 papers) and Communication in Education and Healthcare (4 papers). Karen Aldrup is often cited by papers focused on Early Childhood Education and Development (6 papers), Education, Achievement, and Giftedness (5 papers) and Communication in Education and Healthcare (4 papers). Karen Aldrup collaborates with scholars based in Germany and Netherlands. Karen Aldrup's co-authors include Uta Klusmann, Oliver Lüdtke, Richard Göllner, Ulrich Trautwein, Bastian Carstensen, Bridget K. Hamre, Astrid M. G. Poorthuis, Helma M. Y. Koomen, Júlia Hansen and Reiner Hanewinkel and has published in prestigious journals such as Journal of Educational Psychology, Frontiers in Psychology and Educational Psychologist.

In The Last Decade

Karen Aldrup

18 papers receiving 866 citations

Hit Papers

align trajectories

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.

Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

2018 263 citations Karen Aldrup, Uta Klusmann et al. Learning and Instruction profile →
Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes

2022 78 citations Karen Aldrup, Bastian Carstensen et al. Educational Psychology Review profile →

Peers

Karen Aldrup

EDUCA

DEP

ECP

Pablo Usán Supervía Spain

Fotini Polychroni Greece

Roger André Federici Norway

Fernando Doménech Betoret Spain

Bibiana Regueiro Spain

Antonio González Fernández Spain

Sonia Rahimi Canada

Marcos Carmona–Halty Chile

Ma. Jenina N. Nalipay Philippines

Yixin Jiang Australia

Pablo Usán Supervía Spain

Karen Aldrup

343 ×0.7

EDUCA

476 ×1.0

271 ×1.0

88 ×0.8

DEP

129 ×1.2

ECP

Citations per year, relative to Karen Aldrup Karen Aldrup (= 1×) peers Pablo Usán Supervía

Countries citing papers authored by Karen Aldrup

Since Specialization

Citations

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

Fields of papers citing papers by Karen Aldrup

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Karen Aldrup

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

All Works

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19 of 19 papers shown

Hofman, Abe Dirk, et al.. (2025). Tracing students’ practice behavior in an adaptive math learning program: Does it mediate the math anxiety–performance link?. Learning and Instruction. 98. 102113–102113. 1 indexed citations

Carstensen, Bastian, Karen Aldrup, Oliver Lüdtke, & Uta Klusmann. (2024). How stable is student teachers’ emotional exhaustion? Disentangling different components of stability and change using the STARTS model.. Journal of Educational Psychology. 116(5). 703–718. 2 indexed citations

Aldrup, Karen, Bastian Carstensen, & Uta Klusmann. (2023). The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research. Educational Psychologist. 59(2). 89–110. 40 indexed citations

Guill, Karin, et al.. (2023). The relationship between individual characteristics and practice behaviour within an adaptive arithmetic learning program. Journal of Computer Assisted Learning. 39(3). 970–983. 5 indexed citations

Guill, Karin, et al.. (2023). How to Continue? New Approaches to Investigating the Effects of Adaptive Math Learning Programs on Students’ Performance, Self-Concept, and Anxiety. Journal of Intelligence. 11(6). 108–108. 6 indexed citations

Aldrup, Karen, et al.. (2023). Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers’ Job Satisfaction. Educational Psychology Review. 35(4). 20 indexed citations

Aldrup, Karen, Bastian Carstensen, & Uta Klusmann. (2022). Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes. Educational Psychology Review. 34(3). 1177–1216. 78 indexed citations breakdown →

Klusmann, Uta, et al.. (2022). Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands. Teaching and Teacher Education. 121. 103908–103908. 53 indexed citations

Ruzek, Erik, Karen Aldrup, & Oliver Lüdtke. (2022). Assessing the effects of student perceptions of instructional quality: A cross-subject within-student design. Contemporary Educational Psychology. 70. 102085–102085. 5 indexed citations

10.

Klusmann, Uta, et al.. (2021). Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports.. Journal of Educational Psychology. 114(6). 1442–1460. 59 indexed citations

11.

Aldrup, Karen, et al.. (2020). Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test. Frontiers in Psychology. 11. 892–892. 65 indexed citations

12.

Poorthuis, Astrid M. G., et al.. (2020). Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior. Journal of School Psychology. 82. 85–102. 49 indexed citations

13.

Aldrup, Karen, Oliver Lüdtke, & Uta Klusmann. (2020). Reciprocal Associations Between Students' Mathematics Anxiety and Achievement: Can Teacher Sensitivity Make a Difference?. Zenodo (CERN European Organization for Nuclear Research).

14.

Klusmann, Uta, et al.. (2020). Is emotional exhaustion only the result of work experiences? A diary study on daily hassles and uplifts in different life domains. Anxiety Stress & Coping. 34(2). 173–190. 41 indexed citations

15.

Aldrup, Karen, Uta Klusmann, & Oliver Lüdtke. (2019). Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference?. Journal of Educational Psychology. 112(4). 735–750. 43 indexed citations

16.

Aldrup, Karen, Uta Klusmann, Oliver Lüdtke, Richard Göllner, & Ulrich Trautwein. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction. 58. 126–136. 263 indexed citations breakdown →

17.

Aldrup, Karen, Uta Klusmann, Oliver Lüdtke, Richard Göllner, & Ulrich Trautwein. (2018). Social support and classroom management are related to secondary students’ general school adjustment: A multilevel structural equation model using student and teacher ratings.. Journal of Educational Psychology. 110(8). 1066–1083. 69 indexed citations

18.

Aldrup, Karen, Uta Klusmann, & Oliver Lüdtke. (2016). Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers. Learning and Instruction. 50. 21–30. 112 indexed citations

19.

Aldrup, Karen, et al.. (2016). Die Effekte der Interessendiagnostik mittels Self-Assessments auf die Studienwahl. Zeitschrift für Arbeits- und Organisationspsychologie A&O. 60(2). 100–109. 2 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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