Katrin Rakoczy

3.3k total citations · 1 hit paper
48 papers, 2.2k citations indexed

About

Katrin Rakoczy is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Katrin Rakoczy has authored 48 papers receiving a total of 2.2k indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 14 papers in Experimental and Cognitive Psychology and 9 papers in Social Psychology. Recurrent topics in Katrin Rakoczy's work include Education, Achievement, and Giftedness (10 papers), Student Assessment and Feedback (10 papers) and Mathematics Education and Teaching Techniques (10 papers). Katrin Rakoczy is often cited by papers focused on Education, Achievement, and Giftedness (10 papers), Student Assessment and Feedback (10 papers) and Mathematics Education and Teaching Techniques (10 papers). Katrin Rakoczy collaborates with scholars based in Germany, Switzerland and Australia. Katrin Rakoczy's co-authors include Eckhard Klieme, Stanislaw Schukajlow, Christine Pauli, Kurt Reusser, Frank Lipowsky, Michael Besser, Birgit Harks, Reinhard Pekrun, Gerhard Büttner and Barbara Otto and has published in prestigious journals such as Expert Systems with Applications, Frontiers in Psychology and Learning and Instruction.

In The Last Decade

Katrin Rakoczy

46 papers receiving 2.0k 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.

Emotions and motivation in mathematics education: Where we are today and where we need to go

2023 49 citations Stanislaw Schukajlow, Katrin Rakoczy et al. ZDM profile →

Peers

Katrin Rakoczy

EDUCA

DEP

ECP

SPS

Anna‐Katharina Praetorius Germany

Yi‐Miau Tsai Germany

Gerhard Büttner Germany

Nele McElvany Germany

Rossella Santagata United States

Fks Leung Hong Kong

Thamar Voss Germany

Kurt Reusser Switzerland

Kathleen Stürmer Germany

Marie‐Christine Opdenakker Netherlands

Anna‐Katharina Praetorius Germany

Katrin Rakoczy

1.7k ×1.1

EDUCA

426 ×0.6

DEP

457 ×1.0

ECP

572 ×1.3

215 ×1.2

SPS

Citations per year, relative to Katrin Rakoczy Katrin Rakoczy (= 1×) peers Anna‐Katharina Praetorius

Countries citing papers authored by Katrin Rakoczy

Since Specialization

Citations

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

Fields of papers citing papers by Katrin Rakoczy

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Katrin Rakoczy

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

All Works

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20 of 20 papers shown

Schukajlow, Stanislaw, et al.. (2025). Experiences of Autonomy and Competence and Their Reciprocal Relationship: The Roles of Prior Performance and Open Modelling Problems in Mathematics Teaching. International Journal of Science and Mathematics Education. 23(8). 4127–4151.

Schukajlow, Stanislaw, et al.. (2025). Openness in mathematical modelling: do experiences of competence and autonomy mediate the effects of an intervention on modelling problems on task values and cost?. ZDM. 57(2-3). 519–534. 2 indexed citations

Frick, Ulrich, et al.. (2024). Career decisions in artistic professions during the COVID-19 pandemic in Germany—an experimental study. Humanities and Social Sciences Communications. 11(1). 2 indexed citations

Frick, Ulrich, et al.. (2024). Digital competence in adolescents and young adults: a critical analysis of concomitant variables, methodologies and intervention strategies. Humanities and Social Sciences Communications. 11(1). 8 indexed citations

Schukajlow, Stanislaw, et al.. (2023). Experiences of competence and autonomy during a teaching intervention on mathematical modelling. SPIRE - Sciences Po Institutional REpository. 1 indexed citations

Schukajlow, Stanislaw, et al.. (2023). Open modelling problems: cognitive barriers and instructional prompts. Educational Studies in Mathematics. 114(3). 417–438. 15 indexed citations

Schukajlow, Stanislaw, Katrin Rakoczy, & Reinhard Pekrun. (2023). Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM. 55(2). 249–267. 49 indexed citations breakdown →

Rakoczy, Katrin, et al.. (2023). Can Virtual Art Touch Your Heart?—The Impact of Virtual Reality Art on Affect Considering Individual Characteristics and Aesthetic Experiences. Empirical Studies of the Arts. 43(1). 319–354. 3 indexed citations

Greenlee, Mark W., et al.. (2022). Assessing Heterogeneity in Students’ Visual Judgment: Model-Based Partitioning of Image Rankings. Frontiers in Psychology. 13. 1 indexed citations

10.

Greenlee, Mark W., et al.. (2021). How Do Art Skills Influence Visual Search? – Eye Movements Analyzed With Hidden Markov Models. Frontiers in Psychology. 12. 594248–594248. 6 indexed citations

11.

Schukajlow, Stanislaw, et al.. (2018). Does constructing multiple solutions for real-world problems affect self-efficacy?. Educational Studies in Mathematics. 100(1). 43–60. 37 indexed citations

12.

Rakoczy, Katrin, et al.. (2018). Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy. Learning and Instruction. 60. 154–165. 105 indexed citations

13.

Rakoczy, Katrin, et al.. (2017). Training effects on teachers’ feedback practice: the mediating function of feedback knowledge and the moderating role of self-efficacy. ZDM. 49(3). 475–489. 30 indexed citations

14.

Schukajlow, Stanislaw & Katrin Rakoczy. (2016). The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics?. Learning and Instruction. 44. 117–127. 58 indexed citations

15.

Rakoczy, Katrin, et al.. (2016). Implementation of formative assessment – effects of quality of programme delivery on students’ mathematics achievement and interest. Assessment in Education Principles Policy and Practice. 25(2). 160–182. 27 indexed citations

16.

Schukajlow, Stanislaw, et al.. (2015). Effects of prompting multiple solutions for modelling problems on students’ performance. Educational Studies in Mathematics. 89(3). 393–417. 60 indexed citations

17.

Harks, Birgit, Katrin Rakoczy, Eckhard Klieme, John Hattie, & Michael Besser. (2014). Indirekte und moderierte Effekte von schriftlicher Rückmeldung auf Leistung und Motivation.. Multilingual Matters (Channel View Publications). 6 indexed citations

18.

Praetorius, Anna‐Katharina, Christine Pauli, Kurt Reusser, Katrin Rakoczy, & Eckhard Klieme. (2014). One lesson is all you need? Stability of instructional quality across lessons. Learning and Instruction. 31. 2–12. 206 indexed citations

19.

Besser, Michael, Dominik Leiß, Birgit Harks, et al.. (2010). Kompetenzorientiertes Feedback im Mathematikunterricht:Entwicklung und empirische Erprobung prozessbezogener, aufgabenbasierter Rückmeldesituationen. Multilingual Matters (Channel View Publications). 1 indexed citations

20.

Klieme, Eckhard & Katrin Rakoczy. (2008). Empirische Unterrichtsforschung und Fachdidaktik. Outcome-orientierte Messung und Prozessqualität des Unterrichts. Zeitschrift für Pädagogik. 54(2). 222–237. 70 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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