Martin Daumiller

2.9k total citations · 1 hit paper
94 papers, 1.6k citations indexed

About

Martin Daumiller is a scholar working on Social Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Martin Daumiller has authored 94 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 54 papers in Social Psychology, 46 papers in Experimental and Cognitive Psychology and 41 papers in Education. Recurrent topics in Martin Daumiller's work include Motivation and Self-Concept in Sports (44 papers), Education, Achievement, and Giftedness (36 papers) and Innovative Teaching and Learning Methods (14 papers). Martin Daumiller is often cited by papers focused on Motivation and Self-Concept in Sports (44 papers), Education, Achievement, and Giftedness (36 papers) and Innovative Teaching and Learning Methods (14 papers). Martin Daumiller collaborates with scholars based in Germany, Austria and United States. Martin Daumiller's co-authors include Markus Dresel, Stefan Janke, Oliver Dickhäuser, Raven Rinas, Julia Hein, Ingo Kollar, Kristina Stockinger, Selma C. Rudert, Robert H. Stupnisky and Robert Grassinger and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Scientific Reports.

In The Last Decade

Martin Daumiller

83 papers receiving 1.5k citations

Hit Papers

align trajectories sort by overperformance

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
Martin Daumiller Germany	22	698	677	487	280	252	94	1.6k
Marko Lüftenegger Austria	23	883 1.3×	810 1.2×	664 1.4×	345 1.2×	300 1.2×	66	1.8k
Stefan Janke Germany	25	531 0.8×	686 1.0×	395 0.8×	259 0.9×	112 0.4×	62	1.4k
Chantal Levesque‐Bristol United States	22	733 1.1×	777 1.1×	231 0.5×	430 1.5×	221 0.9×	50	1.8k
Gerda Hagenauer Austria	20	1.1k 1.5×	723 1.1×	299 0.6×	246 0.9×	223 0.9×	70	1.7k
Tracy L. Durksen Australia	21	917 1.3×	618 0.9×	272 0.6×	143 0.5×	192 0.8×	43	1.5k
Rebecca Lazarides Germany	24	1.2k 1.8×	743 1.1×	672 1.4×	145 0.5×	272 1.1×	106	1.9k
Woon Chia Liu Singapore	25	682 1.0×	913 1.3×	543 1.1×	159 0.6×	488 1.9×	82	1.8k
Ridwan Maulana Netherlands	25	1.5k 2.1×	607 0.9×	197 0.4×	193 0.7×	255 1.0×	84	2.0k
Jonathan C. Hilpert United States	14	389 0.6×	566 0.8×	334 0.7×	169 0.6×	314 1.2×	41	1.3k
Akane Zusho United States	14	871 1.2×	605 0.9×	591 1.2×	111 0.4×	454 1.8×	33	1.5k

Countries citing papers authored by Martin Daumiller

Since Specialization

Citations

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

Fields of papers citing papers by Martin Daumiller

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Martin Daumiller

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

Madjar, Nir, et al.. (2025). Relationships between students' achievement goals and social positioning in the classroom. British Journal of Educational Psychology. 95(4). 1047–1062.

Daumiller, Martin, et al.. (2025). On the influence of social norms on individual achievement goals. PubMed. 95(4). 924–940.

Daumiller, Martin, et al.. (2025). Secondary School Students Pursue Differentiated Achievement Goals. European Journal of Psychological Assessment.

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.

Daumiller, Martin & Jennifer Meyer. (2025). Advancing feedback research in educational psychology: Insights into feedback processes and determinants of effectiveness. Contemporary Educational Psychology. 84. 102390–102390. 4 indexed citations

Daumiller, Martin, et al.. (2024). Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education. Scientific Reports. 14(1). 16295–16295. 8 indexed citations

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

10.

Michou, Aikaterini, et al.. (2024). Pathways to Need-Supportive Teaching: Teaching Mindsets and Motivation to Teach. The Asia-Pacific Education Researcher. 34(2). 649–659. 1 indexed citations

11.

Daumiller, Martin, et al.. (2024). Friendship or feedback? – Relations between computer science students’ goals, technology acceptance, use of an online peer feedback tool, and learning. Computers in Human Behavior Reports. 16. 100540–100540. 2 indexed citations

12.

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

13.

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

14.

Daumiller, Martin, Raven Rinas, Ingrid Schoon, & Marko Lüftenegger. (2023). How Did COVID-19 Affect Education and What Can Be Learned Moving Forward?. Zeitschrift für Psychologie. 231(3). 177–191. 12 indexed citations

15.

Janke, Stefan, et al.. (2023). Elucidating the Associations Between Achievement Goals and Academic Dishonesty: a Meta-analysis. Educational Psychology Review. 35(1). 10 indexed citations

16.

Janke, Stefan, et al.. (2022). Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation. British Journal of Educational Psychology. 92(4). 1582–1596. 7 indexed citations

17.

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

18.

Daumiller, Martin, et al.. (2020). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education. 54(1). 1–17. 125 indexed citations

19.

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

20.

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

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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