Markus Dresel

5.3k total citations · 1 hit paper
166 papers, 3.2k citations indexed

About

Markus Dresel is a scholar working on Social Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Markus Dresel has authored 166 papers receiving a total of 3.2k indexed citations (citations by other indexed papers that have themselves been cited), including 91 papers in Social Psychology, 77 papers in Experimental and Cognitive Psychology and 73 papers in Education. Recurrent topics in Markus Dresel's work include Education, Achievement, and Giftedness (70 papers), Motivation and Self-Concept in Sports (65 papers) and Innovative Teaching and Learning Methods (34 papers). Markus Dresel is often cited by papers focused on Education, Achievement, and Giftedness (70 papers), Motivation and Self-Concept in Sports (65 papers) and Innovative Teaching and Learning Methods (34 papers). Markus Dresel collaborates with scholars based in Germany, Austria and United States. Markus Dresel's co-authors include Martin Daumiller, Oliver Dickhäuser, Gabriele Steuer, Stefan Janke, Robert Grassinger, Michaela S. Fasching, Raven Rinas, Sebastian Nitsche, Sonja Bieg and Maria Tulis and has published in prestigious journals such as PLoS ONE, Scientific Reports and Journal of Educational Psychology.

In The Last Decade

Markus Dresel

152 papers receiving 3.1k 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.

Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality

2021 169 citations Martin Daumiller, Raven Rinas et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Markus Dresel Germany	33	1.5k	1.5k	1.2k	771	418	166	3.2k
Robert H. Stupnisky United States	32	1.3k 0.9×	1.7k 1.1×	1.3k 1.1×	621 0.8×	658 1.6×	58	3.6k
Lisa Linnenbrink‐Garcia United States	27	1.7k 1.1×	1.6k 1.0×	1.7k 1.4×	1.2k 1.5×	292 0.7×	59	3.6k
Greetje van der Werf Netherlands	29	2.3k 1.6×	946 0.6×	943 0.8×	967 1.3×	479 1.1×	129	3.8k
Amanda M. Durik United States	25	1.3k 0.9×	1.3k 0.9×	1.7k 1.4×	860 1.1×	222 0.5×	43	3.1k
Meera Komarraju United States	20	1.1k 0.8×	1.2k 0.8×	748 0.6×	468 0.6×	751 1.8×	29	3.0k
Teresa García United States	14	2.0k 1.3×	1.1k 0.7×	969 0.8×	1.8k 2.4×	373 0.9×	42	3.7k
Raymond B. Miller United States	14	1.4k 0.9×	1.2k 0.8×	1.2k 1.0×	856 1.1×	222 0.5×	28	2.8k
Huy P. Phan Australia	26	1.2k 0.8×	864 0.6×	733 0.6×	642 0.8×	287 0.7×	143	2.4k
Elizabeth A. Linnenbrink United States	9	1.3k 0.9×	1.1k 0.7×	1.1k 0.9×	803 1.0×	225 0.5×	10	2.6k
Paul A. Schutz United States	27	1.7k 1.1×	1.1k 0.7×	599 0.5×	644 0.8×	345 0.8×	42	2.9k

Countries citing papers authored by Markus Dresel

Since Specialization

Citations

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

Fields of papers citing papers by Markus Dresel

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Markus Dresel

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

Stockinger, Kristina, Markus Dresel, Herbert W. Marsh, & Reinhard Pekrun. (2025). Strategies for regulating achievement emotions: Conceptualization and relations with university students’ emotions, well-being, and health. Learning and Instruction. 98. 102089–102089. 3 indexed citations

Daumiller, Martin, Carola Grunschel, Joachim Wirth, et al.. (2025). On the development of motivational regulation strategy knowledge and its longitudinal relationship with academic procrastination over the course of study.. Journal of Educational Psychology. 118(2). 139–152.

Lazarides, Rebecca, Ulrich Schiefele, Martin Daumiller, & Markus Dresel. (2025). From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes. Educational Research Review. 48. 100703–100703.

Rinas, Raven, et al.. (2024). Applying a three-component approach to motivational regulation: Relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being. Learning and Individual Differences. 116. 102561–102561. 6 indexed citations

Grunschel, Carola, et al.. (2024). Behavioral and Emotional Academic Procrastination Scale. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 56(4). 175–185.

Lazarides, Rebecca, Ulrich Schiefele, Martin Daumiller, & Markus Dresel. (2024). From teacher motivation to instructional behaviour: A systematic review of the mediating processes. FreiDok plus (Universitätsbibliothek Freiburg). 3 indexed citations

Rinas, Raven, et al.. (2024). Intertwining self-efficacy, basic psychological need satisfaction, and emotions in higher education teaching: A micro-longitudinal study. Social Psychology of Education. 27(6). 3119–3152. 8 indexed citations

Daumiller, Martin, Raven Rinas, & Markus Dresel. (2023). Relevance of Students’ Goals for Learning Engagement and Knowledge Gains in an Online Learning Course. Behavioral Sciences. 13(2). 161–161. 13 indexed citations

Dresel, Markus, et al.. (2023). Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope. European Journal of Psychology of Education. 39(3). 2005–2031. 8 indexed citations

10.

Bauer, Elisabeth, et al.. (2023). Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda. British Journal of Educational Technology. 54(5). 1222–1245. 64 indexed citations

11.

Dresel, Markus, et al.. (2023). Higher-education course characteristics relate to academic procrastination: a multivariate two-level analysis. Educational Psychology. 43(4). 263–283. 4 indexed citations

12.

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

13.

Grunschel, Carola, et al.. (2021). Student dropout at university: a phase-orientated view on quitting studies and changing majors. European Journal of Psychology of Education. 37(3). 853–876. 63 indexed citations

14.

Dresel, Markus, et al.. (2020). Relationship between achievement goals and attention of university instructors in higher education professional training courses. Higher Education Skills and Work-based Learning. 11(4). 860–873. 4 indexed citations

15.

Steuer, Gabriele & Markus Dresel. (2020). Umgang mit Fehlern im Unterricht: zur Rolle von Feedback in einem konstruktiven Fehlerklima. OPUS (Augsburg University). 1 indexed citations

16.

Daumiller, Martin, et al.. (2019). Construction and validation of a short multidisciplinary research performance questionnaire (SMRPQ). Research Evaluation. 28(3). 241–252. 7 indexed citations

17.

Daumiller, Martin, Sonja Bieg, Oliver Dickhäuser, & Markus Dresel. (2019). Humor in university teaching: role of teachers’ achievement goals and self-efficacy for their use of content-related humor. Studies in Higher Education. 45(12). 2619–2633. 20 indexed citations

18.

Daumiller, Martin, et al.. (2019). How Conscientiousness and Neuroticism Affect Academic Procrastination. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 51(4). 216–227. 9 indexed citations

19.

Dresel, Markus, et al.. (2018). Ulm Motivational Test Battery (UMTB): Documentation of Items and Scales. OPUS (Augsburg University). 2 indexed citations

20.

Seifried, Jürgen, et al.. (2015). Fehlerklima und individueller Umgang mit Fehlern im Ausbildungsbetrieb : Ergebnisse einer Studie in Deutschland und der Schweiz. MADOC (University of Mannheim).

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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