Mikael Winberg

668 total citations
32 papers, 456 citations indexed

About

Mikael Winberg is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Mikael Winberg has authored 32 papers receiving a total of 456 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 15 papers in Developmental and Educational Psychology and 11 papers in Experimental and Cognitive Psychology. Recurrent topics in Mikael Winberg's work include Educational Strategies and Epistemologies (13 papers), Education, Achievement, and Giftedness (9 papers) and Science Education and Pedagogy (8 papers). Mikael Winberg is often cited by papers focused on Educational Strategies and Epistemologies (13 papers), Education, Achievement, and Giftedness (9 papers) and Science Education and Pedagogy (8 papers). Mikael Winberg collaborates with scholars based in Sweden, New Zealand and Germany. Mikael Winberg's co-authors include Craig A. Berg, Leif Hedman, Torulf Palm, Malin Ideland, Sascha Bernholt, Claes Malmberg, Catarina Andersson, Caroline Liberg, Björn Palmberg and Chapal Khasnabis and has published in prestigious journals such as Nature, Frontiers in Psychology and Journal of Research in Science Teaching.

In The Last Decade

Mikael Winberg

29 papers receiving 427 citations

Peers

Mikael Winberg
Meghan Bathgate United States
Iztok Devetak Slovenia
Ling L. Liang United States
John Almarode United States
Jonathan T. Shemwell United States
Alan Colburn United States
Marc Levis‐Fitzgerald United States
Maria Kallery Greece
Karin Scager Netherlands
Tom Haladyna United States
Meghan Bathgate United States
Mikael Winberg
Citations per year, relative to Mikael Winberg Mikael Winberg (= 1×) peers Meghan Bathgate

Countries citing papers authored by Mikael Winberg

Since Specialization
Citations

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

Fields of papers citing papers by Mikael Winberg

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mikael Winberg

This figure shows the co-authorship network connecting the top 25 collaborators of Mikael Winberg. A scholar is included among the top collaborators of Mikael Winberg 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 Mikael Winberg. Mikael Winberg is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
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2.
Brown, Gavin, Catarina Andersson, Mikael Winberg, Björn Palmberg, & Torulf Palm. (2025). Teacher conceptions of assessment and feedback predicting formative feedback practices: helping students to not ignore improvement-oriented feedback. Scandinavian Journal of Educational Research. 70(2). 266–284.
3.
Winberg, Mikael, et al.. (2024). The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount. Reading Research Quarterly. 60(1).
4.
Brown, Gavin, Catarina Andersson, Mikael Winberg, Björn Palmberg, & Torulf Palm. (2024). Swedish teacher conceptions of assessment: a focus on improving outcomes. Education Inquiry. 1–21. 3 indexed citations
5.
Borg, Johan, et al.. (2023). On the Relation between Assistive Technology System Elements and Access to Assistive Products Based on 20 Country Surveys. Healthcare. 11(9). 1313–1313. 6 indexed citations
6.
7.
Winberg, Mikael, et al.. (2022). What motivates students to read at school? Student views on reading practices in middle and lower‐secondary school. Journal of Research in Reading. 45(1). 100–118. 15 indexed citations
8.
Winberg, Mikael, et al.. (2022). Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics. Frontiers in Psychology. 13. 829958–829958. 7 indexed citations
9.
Winberg, Mikael, et al.. (2020). The Decrease of School Related Reading in Swedish Compulsory School – Trends Between 2007 and 2017. Scandinavian Journal of Educational Research. 66(1). 119–133. 16 indexed citations
10.
Winberg, Mikael, et al.. (2020). Achievement goals and classroom goal structures: Do they need to match?. The Journal of Educational Research. 113(2). 145–162. 13 indexed citations
11.
Winberg, Mikael, et al.. (2019). Students’ Epistemic Beliefs in Sweden and Germany and Their Interrelations with Classroom Characteristics. Scandinavian Journal of Educational Research. 65(1). 54–70. 6 indexed citations
12.
Winberg, Mikael, et al.. (2018). Challenging the Universality of Achievement Goal Models: A Comparison of Two Culturally Distinct Countries. Scandinavian Journal of Educational Research. 64(3). 333–354. 16 indexed citations
13.
Winberg, Mikael, et al.. (2018). Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11. European Journal of Psychology of Education. 34(2). 295–315. 31 indexed citations
14.
Winberg, Mikael, et al.. (2017). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care. 189(3). 376–391. 22 indexed citations
15.
Winberg, Mikael, et al.. (2017). The Role of Students’ Scientific Epistemic Beliefs in Computer-Simulated Problem Solving. Scandinavian Journal of Educational Research. 63(1). 124–144. 11 indexed citations
16.
Winberg, Mikael, et al.. (2017). Children’s Learning for a Sustainable Society: Influences from Home and Preschool. Education Inquiry. 8(2). 151–172. 37 indexed citations
17.
Winberg, Mikael, et al.. (2017). Success-factors in transition to university mathematics. International Journal of Mathematical Education in Science and Technology. 48(7). 988–1001. 22 indexed citations
18.
Winberg, Mikael, et al.. (2012). Novice mathematics students at university : Experiences, orientations and expectations. Nature. 166(4219). 439–439. 1 indexed citations
19.
Ekborg, Margareta, Malin Ideland, Claes Malmberg, et al.. (2011). Socio-Scientific Issues--A Way to Improve Students' Interest and Learning?. US-China education review. 1(3). 342–347. 12 indexed citations
20.
Winberg, Mikael. (2006). Simulation in university chemistry education : cognitive and affective aspects. KTH Publication Database DiVA (KTH Royal Institute of Technology). 1 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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