Maike Krannich

454 total citations
17 papers, 258 citations indexed

About

Maike Krannich is a scholar working on Experimental and Cognitive Psychology, Social Psychology and Cognitive Neuroscience. According to data from OpenAlex, Maike Krannich has authored 17 papers receiving a total of 258 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Experimental and Cognitive Psychology, 7 papers in Social Psychology and 7 papers in Cognitive Neuroscience. Recurrent topics in Maike Krannich's work include Mind wandering and attention (6 papers), Grit, Self-Efficacy, and Motivation (5 papers) and Education, Achievement, and Giftedness (4 papers). Maike Krannich is often cited by papers focused on Mind wandering and attention (6 papers), Grit, Self-Efficacy, and Motivation (5 papers) and Education, Achievement, and Giftedness (4 papers). Maike Krannich collaborates with scholars based in Switzerland, Austria and Germany. Maike Krannich's co-authors include Thomas Goetz, Anna‐Lena Roos, Anastasiya A. Lipnevich, Madeleine Bieg, Amanda Jarrell, Reinhard Pekrun, Dana Murano, Martin Voracek, Eva S. Becker and Vinzenz Morger and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Cognition & Emotion.

In The Last Decade

Maike Krannich

15 papers receiving 249 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Maike Krannich Switzerland	7	111	96	72	60	44	17	258
Tobias Engelschalk Germany	8	108 1.0×	84 0.9×	119 1.7×	138 2.3×	34 0.8×	10	286
Sigrid Wimmer Austria	8	157 1.4×	178 1.9×	102 1.4×	48 0.8×	29 0.7×	13	394
Anna‐Lena Roos Switzerland	8	118 1.1×	86 0.9×	90 1.3×	46 0.8×	45 1.0×	14	256
Myoungsook Kim United States	5	122 1.1×	117 1.2×	143 2.0×	55 0.9×	96 2.2×	7	303
Johann Chevalère France	9	80 0.7×	31 0.3×	62 0.9×	31 0.5×	79 1.8×	24	258
Jean Heutte France	8	53 0.5×	38 0.4×	67 0.9×	104 1.7×	53 1.2×	30	226
Catalina Mourgues United States	11	130 1.2×	61 0.6×	39 0.5×	97 1.6×	112 2.5×	28	329
Christopher R. Niileksela United States	11	138 1.2×	85 0.9×	41 0.6×	149 2.5×	49 1.1×	31	359
Tobias Kärner Germany	9	40 0.4×	93 1.0×	60 0.8×	37 0.6×	19 0.4×	51	225

Countries citing papers authored by Maike Krannich

Since Specialization

Citations

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

Fields of papers citing papers by Maike Krannich

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Maike Krannich

This figure shows the co-authorship network connecting the top 25 collaborators of Maike Krannich. A scholar is included among the top collaborators of Maike Krannich 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 Maike Krannich. Maike Krannich 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:

17 of 17 papers shown

Krannich, Maike, et al.. (2025). Investigating the Relationship Between Boredom and Creativity: The Role of Academic Challenge. Education Sciences. 15(3). 330–330.

Petko, Dominik, et al.. (2024). Investigating the use of a mobile portfolio app to develop pre-service teachers’ reflective abilities and orientations to learning to teach. European Journal of Teacher Education. 1–19. 1 indexed citations

Goetz, Thomas, Katarzyna Gogol, Reinhard Pekrun, et al.. (2023). Our individual order of things directs how we think we feel. Cognition & Emotion. 37(5). 990–996. 1 indexed citations

Goetz, Thomas, Maik Bieleke, Takuya Yanagida, et al.. (2023). Test boredom: Exploring a neglected emotion.. Journal of Educational Psychology. 115(7). 911–931. 13 indexed citations

Roos, Anna‐Lena, Thomas Goetz, Maike Krannich, et al.. (2022). Control, anxiety and test performance: Self‐reported and physiological indicators of anxiety as mediators. British Journal of Educational Psychology. 93(S1). 72–89. 22 indexed citations

Krannich, Maike, Thomas Goetz, Anna‐Lena Roos, et al.. (2022). Predictive validity of state versus trait challenge and boredom for career aspirations. Learning and Instruction. 81. 101596–101596. 9 indexed citations

Petko, Dominik, et al.. (2022). Technology acceptance of a mobile portfolio app for teacher education: Pre-service teachers views on multimedia-based note-taking and mentoring in internships. Journal of Digital Learning in Teacher Education. 39(1). 57–71. 2 indexed citations

Bieleke, Maik, Thomas Goetz, Maike Krannich, Anna‐Lena Roos, & Takuya Yanagida. (2021). Starting Tests With Easy Versus Difficult Tasks: Effects on Appraisals and Emotions. The Journal of Experimental Education. 91(2). 317–335. 4 indexed citations

Lipnevich, Anastasiya A., Dana Murano, Maike Krannich, & Thomas Goetz. (2021). Should I grade or should I comment: Links among feedback, emotions, and performance. Learning and Individual Differences. 89. 102020–102020. 47 indexed citations

10.

Kärner, Tobias, et al.. (2021). How does information consistency influence prospective teachers’ decisions about task difficulty assignments? A within-subject experiment to explain data-based decision-making in heterogeneous classes. Learning and Instruction. 74. 101440–101440. 4 indexed citations

11.

Roos, Anna‐Lena, Thomas Goetz, Maike Krannich, et al.. (2020). Test anxiety components: an intra-individual approach testing their control antecedents and effects on performance. Anxiety Stress & Coping. 34(3). 279–298. 17 indexed citations

12.

Schmid, Mirjam, Maike Krannich, & Dominik Petko. (2020). Technological Pedagogical Content Knowledge. Entwicklungen und Implikationen. Zurich Open Repository and Archive (University of Zurich). 3 indexed citations

13.

Roos, Anna‐Lena, Thomas Goetz, Martin Voracek, et al.. (2020). Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis. Educational Psychology Review. 33(2). 579–618. 83 indexed citations

14.

Götz, Thomas, Maike Krannich, Anna‐Lena Roos, & Katarzyna Gogol. (2019). Langeweile. SHILAP Revista de lepidopterología. 40(3). 663–682.

15.

Krannich, Maike, Thomas Goetz, Anastasiya A. Lipnevich, et al.. (2018). Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom. Learning and Individual Differences. 69. 206–218. 49 indexed citations

16.

Roos, Anna‐Lena, Thomas Goetz, Madeleine Bieg, et al.. (2017). Test anxiety and physiological arousal : a systematic review. 653. 1 indexed citations

17.

Krannich, Maike, Thomas Götz, & Anastasiya A. Lipnevich. (2016). The effects of boredom due to being over- or underchallenged on students’ occupational choice intentions. 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.

Explore authors with similar magnitude of impact