Marion Händel

1.5k total citations · 1 hit paper
40 papers, 837 citations indexed

About

Marion Händel is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Marion Händel has authored 40 papers receiving a total of 837 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Developmental and Educational Psychology, 12 papers in Education and 11 papers in Experimental and Cognitive Psychology. Recurrent topics in Marion Händel's work include Innovative Teaching and Learning Methods (14 papers), Educational Strategies and Epistemologies (13 papers) and Impact of Technology on Adolescents (9 papers). Marion Händel is often cited by papers focused on Innovative Teaching and Learning Methods (14 papers), Educational Strategies and Epistemologies (13 papers) and Impact of Technology on Adolescents (9 papers). Marion Händel collaborates with scholars based in Germany, United Kingdom and Spain. Marion Händel's co-authors include Svenja Bedenlier, Melissa Bond, Victoria I. Marín, Bärbel Kopp, Michaela Gläser‐Zikuda, Albert Ziegler, Markus Dresel, Melanie Stephan, Cordula Artelt and Sabine Weinert and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Memory & Cognition.

In The Last Decade

Marion Händel

37 papers receiving 786 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.

Emergency remote teaching in higher education: mapping the first global online semester

2021 171 citations Melissa Bond, Svenja Bedenlier et al. International Journal of Educational Technology in Higher Education profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Marion Händel Germany	15	411	269	165	154	123	40	837
Ruth Harmsen Netherlands	6	560 1.4×	333 1.2×	90 0.5×	116 0.8×	95 0.8×	8	907
Ji Won You South Korea	8	359 0.9×	175 0.7×	89 0.5×	141 0.9×	65 0.5×	33	735
Melody Terras United Kingdom	13	361 0.9×	272 1.0×	118 0.7×	129 0.8×	78 0.6×	31	816
Mingming Zhou Macao	17	322 0.8×	181 0.7×	51 0.3×	129 0.8×	99 0.8×	40	717
Michael Filsecker Germany	5	431 1.0×	302 1.1×	105 0.6×	92 0.6×	89 0.7×	9	759
Minna Puustinen France	12	513 1.2×	558 2.1×	83 0.5×	79 0.5×	91 0.7×	24	904
Yen M. To United States	8	529 1.3×	445 1.7×	78 0.5×	103 0.7×	58 0.5×	16	884
Johanna Fleckenstein Germany	16	280 0.7×	191 0.7×	88 0.5×	182 1.2×	211 1.7×	50	947
Lucia Ronconi Italy	4	414 1.0×	326 1.2×	72 0.4×	100 0.6×	252 2.0×	9	819
Telle Hailikari Finland	16	597 1.5×	213 0.8×	54 0.3×	140 0.9×	121 1.0×	34	977

Countries citing papers authored by Marion Händel

Since Specialization

Citations

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

Fields of papers citing papers by Marion Händel

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Marion Händel

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

20 of 20 papers shown

Händel, Marion, et al.. (2025). Who is savvy about digital ethics? Differences between teacher education, law, and computer science students. Education and Information Technologies. 30(17). 25177–25196.

Bedenlier, Svenja, Katja Buntins, Melissa Bond, Marion Händel, & Victoria I. Marín. (2025). Evidence syntheses in educational technology research: What is not published in English is not visible? A tertiary mapping review. Review of Education. 13(1). 1 indexed citations

Händel, Marion, et al.. (2024). Digitale Kompetenzen zum Studienstart als Gelingensfaktor im ersten Semester?. SHILAP Revista de lepidopterología. 19(1).

Buntins, Katja, Svenja Bedenlier, Victoria I. Marín, Marion Händel, & Melissa Bond. (2023). Methodische Ansätze zu Evidenzsynthesen in der Bildungstechnologie. SHILAP Revista de lepidopterología. 54. 167–191. 8 indexed citations

Händel, Marion, et al.. (2023). Metacognitive Monitoring via Strategies and Judgments. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 55(2-3). 67–76. 3 indexed citations

Waldeyer, Julia, Marion Händel, & Julian Roelle. (2023). Advances in Understanding and Fostering the Accuracy of Metacognitive Judgments. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 55(2-3). 31–35. 1 indexed citations

Händel, Marion, et al.. (2022). The Structure of Social Networks and Its Link to Higher Education Students’ Socio-Emotional Loneliness During COVID-19. Frontiers in Psychology. 12. 733867–733867. 11 indexed citations

Gläser‐Zikuda, Michaela, Svenja Bedenlier, Rudolf Kammerl, et al.. (2022). Stress development during emergency remote teaching in higher education. Learning and Individual Differences. 98. 102178–102178. 9 indexed citations

Bedenlier, Svenja, Michaela Gläser‐Zikuda, Rudolf Kammerl, et al.. (2022). Preservice Teachers’ Online Self-Regulated Learning: Does Digital Readiness Matter?. Education Sciences. 12(4). 272–272. 9 indexed citations

10.

Händel, Marion & Markus Dresel. (2022). Structure, relationship, and determinants of monitoring strategies and judgment accuracy. An integrated model and evidence from two studies. Learning and Individual Differences. 100. 102229–102229. 7 indexed citations

11.

Bond, Melissa, Svenja Bedenlier, Victoria I. Marín, & Marion Händel. (2021). Emergency remote teaching in higher education: mapping the first global online semester. International Journal of Educational Technology in Higher Education. 18(1). 50–50. 171 indexed citations breakdown →

12.

Bedenlier, Svenja, Michaela Gläser‐Zikuda, Rudolf Kammerl, et al.. (2021). Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors. Frontiers in Psychology. 12. 672741–672741. 27 indexed citations

13.

Bedenlier, Svenja, Michaela Gläser‐Zikuda, Rudolf Kammerl, et al.. (2021). “Generation invisible?. Higher Education Students’ (Non)Use of Webcams in Synchronous Online Learning. International Journal of Educational Research Open. 2. 100068–100068. 39 indexed citations

14.

Händel, Marion, Anique B. H. de Bruin, & Markus Dresel. (2020). Individual differences in local and global metacognitive judgments. Metacognition and Learning. 15(1). 51–75. 48 indexed citations

15.

Händel, Marion, et al.. (2018). What do second-order judgments tell us about low-performing students’ metacognitive awareness?. Metacognition and Learning. 13(2). 159–177. 18 indexed citations

16.

Händel, Marion, et al.. (2015). Unskilled but subjectively aware: Metacognitive monitoring ability and respective awareness in low-performing students. Memory & Cognition. 44(2). 229–241. 39 indexed citations

17.

Händel, Marion, et al.. (2014). Students’ confidence in their performance judgements: a comparison of different response scales. Educational Psychology. 35(3). 377–395. 14 indexed citations

18.

Händel, Marion, et al.. (2013). Successful in Science Education and Still Popular: A pattern that is possible in China rather than in Germany or Russia. International Journal of Science Education. 36(6). 887–907. 10 indexed citations

19.

Händel, Marion, Cordula Artelt, & Sabine Weinert. (2013). Assessing metacognitive knowledge: development and evaluation of a test instrument. OPUS (Augsburg University). 5(2). 162–188. 68 indexed citations

20.

Händel, Marion, Wilma Vialle, & Albert Ziegler. (2013). Student perceptions of high-achieving classmates. High Ability Studies. 24(2). 99–114. 19 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