Karina Karst

577 total citations
24 papers, 357 citations indexed

About

Karina Karst is a scholar working on Education, Social Psychology and Sociology and Political Science. According to data from OpenAlex, Karina Karst has authored 24 papers receiving a total of 357 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 7 papers in Social Psychology and 7 papers in Sociology and Political Science. Recurrent topics in Karina Karst's work include Education Methods and Technologies (7 papers), Educational Assessment and Improvement (7 papers) and Sociology and Education Studies (5 papers). Karina Karst is often cited by papers focused on Education Methods and Technologies (7 papers), Educational Assessment and Improvement (7 papers) and Sociology and Education Studies (5 papers). Karina Karst collaborates with scholars based in Germany, Luxembourg and Austria. Karina Karst's co-authors include Oliver Dickhäuser, Meike Bonefeld, Anna‐Katharina Praetorius, Frank Lipowsky, Johanna Kaiser, Stefan Ufer, Andreas Hetmanek, Constance Karing, Stephanie Herppich and Julia Klug and has published in prestigious journals such as Teaching and Teacher Education, Learning and Instruction and Studies in Higher Education.

In The Last Decade

Karina Karst

23 papers receiving 338 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Karina Karst Germany 11 267 97 88 82 37 24 357
Benjamin Herbert Germany 5 363 1.4× 97 1.0× 78 0.9× 112 1.4× 44 1.2× 7 462
Birgit Harks Germany 6 262 1.0× 118 1.2× 73 0.8× 49 0.6× 32 0.9× 9 338
Barbara Drollinger-Vetter Switzerland 3 261 1.0× 84 0.9× 63 0.7× 77 0.9× 27 0.7× 5 323
Christian Förtsch Germany 13 389 1.5× 245 2.5× 69 0.8× 103 1.3× 21 0.6× 32 501
Stephanie Herppich Germany 8 311 1.2× 174 1.8× 48 0.5× 29 0.4× 37 1.0× 17 386
Rebekka Stahnke Germany 8 330 1.2× 105 1.1× 65 0.7× 39 0.5× 40 1.1× 15 394
Katharina Kiemer Germany 7 379 1.4× 174 1.8× 62 0.7× 69 0.8× 35 0.9× 10 481
Anthony J Gabriele United States 10 401 1.5× 148 1.5× 66 0.8× 71 0.9× 26 0.7× 18 496
Paula Olszewski‐Kubilius United States 7 253 0.9× 52 0.5× 148 1.7× 74 0.9× 17 0.5× 12 382
Ulrike-Marie Krause Germany 10 224 0.8× 159 1.6× 46 0.5× 30 0.4× 16 0.4× 27 317

Countries citing papers authored by Karina Karst

Since Specialization
Citations

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

Fields of papers citing papers by Karina Karst

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Karina Karst

This figure shows the co-authorship network connecting the top 25 collaborators of Karina Karst. A scholar is included among the top collaborators of Karina Karst 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 Karina Karst. Karina Karst 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.
2.
Karst, Karina, et al.. (2024). Interest–Major Fit predicts study satisfaction and/or achievement? Comparing different ways of assessment. Studies in Higher Education. 50(11). 2404–2416. 2 indexed citations
3.
Karst, Karina, et al.. (2024). Objective assessment criteria reduce the influence of judgmental bias on grading. Frontiers in Education. 9.
4.
Janke, Stefan & Karina Karst. (2024). Online Self Assessments as guidance systems for self-reflection and decision making in higher education – Broadly implemented yet poorly understood. Zeitschrift für Pädagogische Psychologie. 39(1-2). 1–9. 1 indexed citations
5.
Janke, Stefan, et al.. (2024). Change my mind. Zeitschrift für Pädagogische Psychologie. 39(1-2). 23–33. 1 indexed citations
6.
7.
Karst, Karina, et al.. (2022). Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students’ reading comprehension. Learning and Instruction. 79. 101597–101597. 18 indexed citations
8.
Karst, Karina, et al.. (2022). Choose wisely: intrinsic motivation for enrollment is associated with ongoing intrinsic learning motivation, study success and dropout. Studies in Higher Education. 48(1). 137–150. 19 indexed citations
9.
Karst, Karina, et al.. (2020). Nutzung hochschulinterner Expertise zur Entwicklung von Online-Selbstreflexionstests für Studieninteressierte. MADOC (University of Mannheim). 1 indexed citations
10.
Karst, Karina & Meike Bonefeld. (2020). Judgment accuracy of preservice teachers regarding student performance: The influence of attention allocation. Teaching and Teacher Education. 94. 103099–103099. 12 indexed citations
11.
Bonefeld, Meike, Oliver Dickhäuser, & Karina Karst. (2019). Do preservice teachers’ judgments and judgment accuracy depend on students’ characteristics? The effect of gender and immigration background. Social Psychology of Education. 23(1). 189–216. 29 indexed citations
12.
Karst, Karina, et al.. (2018). Comparing global judgments and specific judgments of teachers about students' knowledge: Is the whole the sum of its parts?. Teaching and Teacher Education. 76. 194–203. 16 indexed citations
13.
Herppich, Stephanie, Anna‐Katharina Praetorius, Andreas Hetmanek, et al.. (2017). Ein Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften. Open Repository and Bibliography (University of Luxembourg). 7 indexed citations
14.
15.
Herppich, Stephanie, Anna‐Katharina Praetorius, Natalie Förster, et al.. (2017). Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education. 76. 181–193. 160 indexed citations
16.
Karst, Karina, et al.. (2014). Diagnostische Kompetenzen von Mathematiklehrern und ihr Vorhersagewert für die Lernentwicklung von Grundschulkindern. Zeitschrift für Pädagogische Psychologie. 28(4). 237–248. 13 indexed citations
17.
Karst, Karina. (2012). Kompetenzmodellierung des diagnostischen Urteils von Grundschullehrern. MADOC (University of Mannheim). 14 indexed citations
18.
Praetorius, Anna‐Katharina, Karina Karst, Oliver Dickhäuser, & Frank Lipowsky. (2011). Wie gut schätzen Lehrer die Fähigkeitsselbstkonzepte ihrer Schüler ein? Zur diagnostischen Kompetenz von Lehrkräften. Psychologie in Erziehung und Unterricht. 58(2). 14 indexed citations
19.
Karst, Karina, et al.. (2011). Generalisten oder Spezialisten? Bereichsspezifität und leistungsbezogene Zusammenhänge des schulischen Selbstkonzepts von Schulanfängern. Zeitschrift für Pädagogische Psychologie. 25(3). 173–183. 16 indexed citations
20.
Praetorius, Anna‐Katharina, Karina Karst, Oliver Dickhäuser, & Frank Lipowsky. (2010). Wie gut schätzen Lehrer die Fähigkeitsselbstkonzepte ihrer Schüler ein? Zur diagnostischen Kompetenz von Lehrkräften. Psychologie in Erziehung und Unterricht. 58(2). 81–91. 14 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 Benjamin Herbert Breakdown of academic impact, for papers by Birgit Harks Breakdown of academic impact, for papers by Barbara Drollinger-Vetter Breakdown of academic impact, for papers by Christian Förtsch Breakdown of academic impact, for papers by Stephanie Herppich Breakdown of academic impact, for papers by Rebekka Stahnke Breakdown of academic impact, for papers by Katharina Kiemer Breakdown of academic impact, for papers by Anthony J Gabriele Breakdown of academic impact, for papers by Paula Olszewski‐Kubilius Breakdown of academic impact, for papers by Ulrike-Marie Krause
Rankless by CCL
2026