Marold Wosnitza

1.8k total citations
31 papers, 1.0k citations indexed

About

Marold Wosnitza is a scholar working on Education, Social Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Marold Wosnitza has authored 31 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 11 papers in Social Psychology and 10 papers in Developmental and Educational Psychology. Recurrent topics in Marold Wosnitza's work include Innovative Teaching and Learning Methods (8 papers), Online Learning and Analytics (7 papers) and Motivation and Self-Concept in Sports (7 papers). Marold Wosnitza is often cited by papers focused on Innovative Teaching and Learning Methods (8 papers), Online Learning and Analytics (7 papers) and Motivation and Self-Concept in Sports (7 papers). Marold Wosnitza collaborates with scholars based in Germany, Australia and Portugal. Marold Wosnitza's co-authors include Ahmed Mohamed Fahmy Yousef, Ulrik Schroeder, Mohamed Amine Chatti, Simone Volet, Susan Beltman, Caroline Mansfield, Francisco Peixoto, Maria João Gouveia, Amanda Woods‐McConney and Bas Giesbers and has published in prestigious journals such as Learning and Instruction, Higher Education and International Journal of Science Education.

In The Last Decade

Marold Wosnitza

30 papers receiving 956 citations

Peers

Marold Wosnitza

EDUCA

CSA

DEP

ECP

Charles B. Hodges United States

Ji Won You South Korea

Michael Filsecker Germany

Shaoying Gong China

Feifei Han Australia

Curtis R. Henrie United States

Mingming Zhou Macao

Yvonne Vermetten Netherlands

Saiying Steenbergen‐Hu United States

Abraham E. Flanigan United States

Charles B. Hodges United States

Marold Wosnitza

726 ×1.5

EDUCA

359 ×1.0

CSA

315 ×1.3

DEP

134 ×0.6

96 ×0.6

ECP

Citations per year, relative to Marold Wosnitza Marold Wosnitza (= 1×) peers Charles B. Hodges

Countries citing papers authored by Marold Wosnitza

Since Specialization

Citations

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

Fields of papers citing papers by Marold Wosnitza

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Marold Wosnitza

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

Wosnitza, Marold, et al.. (2019). Students’ pride orientation in a learner-focused school setting. Frontline Learning Research. 43–50. 2 indexed citations

Peixoto, Francisco, et al.. (2019). Fostering teachers’ resilience and well-being through professional learning: effects from a training programme. The Australian Educational Researcher. 46(4). 681–698. 55 indexed citations

Peixoto, Francisco, et al.. (2019). The Multidimensional Teachers’ Resilience Scale: Validation for Portuguese Teachers. Journal of Psychoeducational Assessment. 38(3). 402–408. 28 indexed citations

Wosnitza, Marold, et al.. (2017). Fehler als Stationen im Lernprozess : eine kognitionswissenschaftliche Untersuchung am Beispiel Rechnungswesen. RWTH Publications (RWTH Aachen).

Woods‐McConney, Amanda, et al.. (2016). Inquiry and groups: student interactions in cooperative inquiry-based science. International Journal of Science Education. 38(5). 842–860. 23 indexed citations

Yousef, Ahmed Mohamed Fahmy, et al.. (2015). An Evaluation of Learning Analytics in a Blended MOOC Environment. RWTH Publications (RWTH Aachen). 4 indexed citations

Yousef, Ahmed Mohamed Fahmy, et al.. (2015). The Effect of Peer Assessment Rubrics on Learners' Satisfaction and Performance Within a Blended MOOC Environment. 148–159. 17 indexed citations

Wosnitza, Marold, et al.. (2015). Emotions in group work: insights from an appraisal-oriented perspective. European Journal of Psychology of Education. 31(3). 359–384. 31 indexed citations

Wosnitza, Marold, et al.. (2014). Consistently inconsistent: teachers’ beliefs about help seeking and giving when students work in groups. Teachers and Teaching. 21(1). 74–86. 2 indexed citations

10.

Wosnitza, Marold, et al.. (2013). Teaching goals of early career university teachers in Germany. International Journal of Educational Research. 65. 90–103. 19 indexed citations

11.

Tempelaar, Dirk, Marold Wosnitza, Simone Volet, et al.. (2013). The role of self- and social directed goals in a problem-based, collaborative learning context. Higher Education. 66(2). 253–267. 15 indexed citations

12.

Mansfield, Caroline, Marold Wosnitza, & Susan Beltman. (2012). Goals for Teaching: Towards a Framework for Examining Motivation of Graduating Teachers.. RWTH Publications (RWTH Aachen). 12. 21–34. 33 indexed citations

13.

Mansfield, Caroline, Anne Price, A. McConney, et al.. (2012). Keeping cool: Embedding resilience in the initial teacher education curriculum. Murdoch Research Repository (Murdoch University). 4 indexed citations

14.

Wosnitza, Marold & Simone Volet. (2012). Group Heterogeneity and Homogeneity in Personal Content Goals for a Group Learning Activity: Impact on Individual Appraisals. Applied Psychology. 61(4). 585–604. 6 indexed citations

15.

Woods‐McConney, Amanda, et al.. (2011). Keep It Positive: Using Student Goals and Appraisals to Inform Small Group Work in Science. Murdoch Research Repository (Murdoch University). 57(3). 20–24. 3 indexed citations

16.

Wosnitza, Marold & Susan Beltman. (2011). Learning and motivation in multiple contexts: the development of a heuristic framework. European Journal of Psychology of Education. 27(2). 177–193. 9 indexed citations

17.

Mansfield, Caroline & Marold Wosnitza. (2010). Motivation goals during adolescence: a cross-sectional perspective. Issues in educational research. 20(2). 149–165. 15 indexed citations

18.

Beltman, Susan & Marold Wosnitza. (2008). "You are getting too old, find a man and marry": Social Aspects of Motivation to Choose Teacher Education. Murdoch Research Repository (Murdoch University). 8. 49–63. 13 indexed citations

19.

Volet, Simone & Marold Wosnitza. (2004). Social Affordances and Students’ Engagement in Cross-National Online Learning. Journal of Research in International Education. 3(1). 5–29. 29 indexed citations

20.

Straka, Gerald A., et al.. (1996). Die Bedeutung motivationaler Einflußfaktoren für selbstgesteuertes Lernen. Unterrichtswissenschaft. 24(3). 250–266. 4 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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