Marko Lüftenegger

2.9k total citations · 1 hit paper
66 papers, 1.8k citations indexed

About

Marko Lüftenegger is a scholar working on Social Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Marko Lüftenegger has authored 66 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 43 papers in Social Psychology, 37 papers in Experimental and Cognitive Psychology and 25 papers in Education. Recurrent topics in Marko Lüftenegger's work include Education, Achievement, and Giftedness (33 papers), Motivation and Self-Concept in Sports (32 papers) and Early Childhood Education and Development (10 papers). Marko Lüftenegger is often cited by papers focused on Education, Achievement, and Giftedness (33 papers), Motivation and Self-Concept in Sports (32 papers) and Early Childhood Education and Development (10 papers). Marko Lüftenegger collaborates with scholars based in Austria, Germany and United Kingdom. Marko Lüftenegger's co-authors include Barbara Schober, Christiane Spiel, Lisa Bardach, Julia Holzer, Sophie Oczlon, Elisabeth Pelikan, Selma Korlat, Monika Finsterwald, Jakob Pietschnig and Petra Wagner and has published in prestigious journals such as Psychological Bulletin, PLoS ONE and Journal of Educational Psychology.

In The Last Decade

Marko Lüftenegger

62 papers receiving 1.7k 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.

Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence

2021 167 citations Elisabeth Pelikan, Marko Lüftenegger et al. Zeitschrift für Erziehungswissenschaft profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Marko Lüftenegger Austria	23	883	810	664	345	300	66	1.8k
Virginia M. C. Tze Canada	14	1.2k 1.4×	754 0.9×	378 0.6×	359 1.0×	354 1.2×	27	2.1k
Katherine Muenks United States	20	769 0.9×	957 1.2×	775 1.2×	331 1.0×	261 0.9×	41	1.8k
Youyan Nie Singapore	22	1.3k 1.5×	1.1k 1.4×	820 1.2×	230 0.7×	487 1.6×	44	2.4k
Carlton J. Fong United States	26	1.1k 1.2×	807 1.0×	416 0.6×	469 1.4×	480 1.6×	73	2.2k
Albert Ziegler Germany	23	746 0.8×	552 0.7×	727 1.1×	181 0.5×	451 1.5×	88	1.5k
Jennifer Henderlong Corpus United States	14	804 0.9×	939 1.2×	862 1.3×	190 0.6×	471 1.6×	21	1.9k
Åge Diseth Norway	25	1.2k 1.4×	883 1.1×	702 1.1×	400 1.2×	544 1.8×	47	2.5k
Hanna Gaspard Germany	20	933 1.1×	952 1.2×	1.2k 1.8×	174 0.5×	342 1.1×	44	1.9k
Markku Niemivirta Finland	24	1.1k 1.3×	902 1.1×	922 1.4×	288 0.8×	664 2.2×	79	2.3k
Woon Chia Liu Singapore	25	682 0.8×	913 1.1×	543 0.8×	159 0.5×	488 1.6×	82	1.8k

Countries citing papers authored by Marko Lüftenegger

Since Specialization

Citations

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

Fields of papers citing papers by Marko Lüftenegger

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Marko Lüftenegger

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

Lüftenegger, Marko, et al.. (2025). Teaching to the test in the English language classroom: Development and validation of a measurement instrument. Language Teaching Research. 1 indexed citations

Lüftenegger, Marko, et al.. (2025). Adolescent depression in school: risk factors and consequences on school functioning. Zeitschrift für Bildungsforschung. 15(1). 175–192.

Lüftenegger, Marko, et al.. (2025). Teaching to the test: Unraveling the consequences for student motivation. Learning and Individual Differences. 121. 102707–102707. 1 indexed citations

Mayerhofer, Martin, Marko Lüftenegger, & Michael Eichmair. (2024). The development of mathematics expectancy-value profiles during the secondary–tertiary transition into STEM fields. International Journal of STEM Education. 11(1). 4 indexed citations

Holzer, Julia, Johann Bacher, Hanna Dumont, et al.. (2024). Bildung gemeinsam gestalten: Empfehlungen für Projekte in Kooperation zwischen Wissenschaft, Politik und Praxis. Zeitschrift für Erziehungswissenschaft. 28(1). 151–179.

Khajavy, Gholam Hassan & Marko Lüftenegger. (2024). Pride in foreign language learning: a conceptual framework and empirical evidence. Innovation in Language Learning and Teaching. 19(4). 379–394. 12 indexed citations

Lüftenegger, Marko, et al.. (2024). Associations between Autonomy-Supportive Teaching, the Use of Non-Academic ICTs, and Student Motivation in English Language Learning. Sustainability. 16(3). 1337–1337. 6 indexed citations

Holzer, Julia, et al.. (2023). The stimulation of school improvement processes: the orientation of development perspectives. School Effectiveness and School Improvement. 34(4). 442–462. 5 indexed citations

Bardach, Lisa, Martin Daumiller, & Marko Lüftenegger. (2022). Multiple Social and Academic Achievement Goals: Students’ Goal Profiles and Their Linkages. The Journal of Experimental Education. 91(4). 655–675. 15 indexed citations

10.

Holzer, Julia, et al.. (2022). When educator-learner perceptions of instruction diverge: teachers’ perspectives. Educational Research. 65(1). 99–120. 3 indexed citations

11.

Holzer, Julia, et al.. (2022). Revealing associations between students' school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences. 95. 102140–102140. 22 indexed citations

12.

Oczlon, Sophie, Lisa Bardach, & Marko Lüftenegger. (2021). Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination. New Directions for Child and Adolescent Development. 2021(177). 51–75. 16 indexed citations

13.

Holzer, Julia, Marko Lüftenegger, Selma Korlat, et al.. (2021). Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being. AERA Open. 7. 1191343900–1191343900. 123 indexed citations

14.

Bardach, Lisa, Takuya Yanagida, Robert M. Klassen, & Marko Lüftenegger. (2020). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. The Journal of Experimental Education. 90(1). 130–145. 13 indexed citations

15.

Bardach, Lisa, Sophie Oczlon, Jakob Pietschnig, & Marko Lüftenegger. (2019). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.. Journal of Educational Psychology. 112(6). 1197–1220. 161 indexed citations

16.

Lüftenegger, Marko, Lisa Bardach, Evelyn Bergsmann, Barbara Schober, & Christiane Spiel. (2019). A citizen science approach to measuring students’ achievement goals. International Journal of Educational Research. 95. 36–51. 20 indexed citations

17.

Bardach, Lisa, Marko Lüftenegger, Takuya Yanagida, Christiane Spiel, & Barbara Schober. (2019). Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures. Learning and Instruction. 61. 72–83. 13 indexed citations

18.

Bardach, Lisa, et al.. (2019). Gendered Pathways to Bullying Perpetration via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms. Journal of School Violence. 19(2). 248–263. 9 indexed citations

19.

Khajavy, Gholam Hassan, et al.. (2017). Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling. Contemporary Educational Psychology. 52. 61–73. 26 indexed citations

20.

Lüftenegger, Marko, Monika Finsterwald, Julia Klug, et al.. (2015). Fostering pupils’ lifelong learning competencies in the classroom: evaluation of a training programme using a multivariate multilevel growth curve approach. European Journal of Developmental Psychology. 13(6). 719–736. 18 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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