Margarete Imhof

1.4k total citations
49 papers, 830 citations indexed

About

Margarete Imhof is a scholar working on Social Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Margarete Imhof has authored 49 papers receiving a total of 830 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Social Psychology, 20 papers in Education and 11 papers in Experimental and Cognitive Psychology. Recurrent topics in Margarete Imhof's work include Communication in Education and Healthcare (11 papers), Teacher Education and Leadership Studies (4 papers) and Impact of Technology on Adolescents (4 papers). Margarete Imhof is often cited by papers focused on Communication in Education and Healthcare (11 papers), Teacher Education and Leadership Studies (4 papers) and Impact of Technology on Adolescents (4 papers). Margarete Imhof collaborates with scholars based in Germany, United Kingdom and United States. Margarete Imhof's co-authors include Regina Vollmeyer, Constanze Beierlein, Henrik Bellhäuser, Debra L. Worthington, Graham D. Bodie, Lynn O. Cooper, Maria Theobald, Bozana Meinhardt‐Injac, Malte Persike and Anne-Maria Laukkanen and has published in prestigious journals such as Computers in Human Behavior, Cognition and Frontiers in Psychology.

In The Last Decade

Margarete Imhof

48 papers receiving 746 citations

Peers

Margarete Imhof

EDUCA

DEP

ECP

Sherry Mee Bell United States

Cees M. Koolstra Netherlands

Ray R. Buss United States

Alvin Y. Wang United States

Aijaz Ahmed Gujjar Pakistan

Michael F. Mascolo United States

Franca Agnoli Italy

Ron Oostdam Netherlands

Bruce Torff United States

Tom H. A. van der Voort Netherlands

Sherry Mee Bell United States

Margarete Imhof

451 ×1.5

EDUCA

100 ×0.4

420 ×2.9

DEP

126 ×1.0

ECP

79 ×0.6

Citations per year, relative to Margarete Imhof Margarete Imhof (= 1×) peers Sherry Mee Bell

Countries citing papers authored by Margarete Imhof

Since Specialization

Citations

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

Fields of papers citing papers by Margarete Imhof

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Margarete Imhof

This figure shows the co-authorship network connecting the top 25 collaborators of Margarete Imhof. A scholar is included among the top collaborators of Margarete Imhof 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 Margarete Imhof. Margarete Imhof 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

Imhof, Margarete, et al.. (2023). Patterns of formal and informal support within teacher induction – latent classes and their implications for novices’ competence and well-being. Mentoring & Tutoring Partnership in Learning. 31(5). 612–634. 1 indexed citations

Imhof, Margarete, et al.. (2023). Implementing reform in the teacher education system: Concerns of teacher educators. Teaching and Teacher Education. 126. 104087–104087. 6 indexed citations

Meinhardt‐Injac, Bozana, Margarete Imhof, Nicole Wetzel, Maria Klatte, & Sabine J. Schlittmeier. (2022). The Irrelevant Sound Effect on Serial Recall Is Independent of Age and Inhibitory Control. 5(1-2). 25–45. 4 indexed citations

Meinhardt‐Injac, Bozana, Isabelle Boutet, Malte Persike, Günter Meinhardt, & Margarete Imhof. (2016). From development to aging: Holistic face perception in children, younger and older adults. Cognition. 158. 134–146. 26 indexed citations

Imhof, Margarete, et al.. (2016). Intercultural Listening: Measuring Listening Concepts with the LCI-R. International Journal of Listening. 31(2). 80–97. 11 indexed citations

Imhof, Margarete, et al.. (2016). Live Action Role Play and the Development of Teacher Competences: Evaluation of “Everyday Life in the Classroom”. Psychology Learning & Teaching. 15(1). 102–114. 6 indexed citations

Imhof, Margarete, et al.. (2015). The white bear in the classroom: on the use of thought suppression when stakes are high and pressure to perform increases. Social Psychology of Education. 18(3). 431–442. 1 indexed citations

Meinhardt‐Injac, Bozana, Malte Persike, Margarete Imhof, & Günter Meinhardt. (2015). The sensitivity to replacement and displacement of the eyes region in early adolescence, young and later adulthood. Frontiers in Psychology. 6. 1164–1164. 5 indexed citations

Schlittmeier, Sabine J., Annette Otto, Malte Persike, et al.. (2015). Age differences in the irrelevant sound effect: A serial recognition paradigm. Psihologija. 48(1). 35–43. 8 indexed citations

10.

Imhof, Margarete, et al.. (2014). Cognition and interpersonal communication: The effect of voice quality on information processing and person perception. Studies in Communication Sciences. 14(1). 37–44. 34 indexed citations

11.

Imhof, Margarete, et al.. (2014). Beobachtung in der Frühpädagogik. 1 indexed citations

12.

Meinhardt‐Injac, Bozana, Sabine J. Schlittmeier, Maria Klatte, et al.. (2014). Auditory Distraction by Meaningless Irrelevant Speech: A Developmental Study. Applied Cognitive Psychology. 29(2). 217–225. 19 indexed citations

13.

Imhof, Margarete, et al.. (2013). The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement. International Journal of Higher Education. 2(3). 10 indexed citations

14.

Bodie, Graham D., Debra L. Worthington, Margarete Imhof, & Lynn O. Cooper. (2008). What Would a Unified Field of Listening Look Like? A Proposal Linking Past Perspectives and Future Endeavors. International Journal of Listening. 22(2). 103–122. 71 indexed citations

15.

Imhof, Margarete. (2005). Zur Rezeption der Ergebnisse der PISA-Studie durch Lehrer und Lehrerinnen. Meinungen und Einstellungen. Unterrichtswissenschaft. 33(3). 255–271. 1 indexed citations

16.

Imhof, Margarete. (2004). Effects of color stimulation on handwriting performance of children with ADHD without and with additional learning disabilities. European Child & Adolescent Psychiatry. 13(3). 191–8. 31 indexed citations

17.

Imhof, Margarete. (2004). Selbständig werden im Gespräch: Wie Jugendliche und Eltern ihre Beziehung verändern. Zeitschrift für Pädagogische Psychologie. 18(3/4). 257–260. 2 indexed citations

18.

Imhof, Margarete. (2003). Zuhören : psychologische Aspekte auditiver Informationsverarbeitung. Vandenhoeck & Ruprecht eBooks. 8 indexed citations

19.

Langfeldt, Hans‐Peter & Margarete Imhof. (2001). Everyday Concepts of Intelligence: A Review of Approaches to Description and Measurement. 43(1). 22–46. 2 indexed citations

20.

Imhof, Margarete, et al.. (1996). Hören und Sehen. Behaltensrelevante Effekte von Illustrationen beim Zuhören. Unterrichtswissenschaft. 24(4). 329–342. 7 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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