Nadine Großmann

560 total citations
40 papers, 339 citations indexed

About

Nadine Großmann is a scholar working on Social Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Nadine Großmann has authored 40 papers receiving a total of 339 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Social Psychology, 12 papers in Experimental and Cognitive Psychology and 8 papers in Education. Recurrent topics in Nadine Großmann's work include Motivation and Self-Concept in Sports (22 papers), Animal and Plant Science Education (10 papers) and Behavioral Health and Interventions (7 papers). Nadine Großmann is often cited by papers focused on Motivation and Self-Concept in Sports (22 papers), Animal and Plant Science Education (10 papers) and Behavioral Health and Interventions (7 papers). Nadine Großmann collaborates with scholars based in Germany, Austria and United States. Nadine Großmann's co-authors include Matthias Wilde, Christoph Randler, Florian H. Müller, Klaus Linde, Sonja Bieg, A. Thomas, Antonius Schneider, Ute Thyen, Martina Jürgensen and Stefan Fries and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Teaching and Teacher Education.

In The Last Decade

Nadine Großmann

35 papers receiving 328 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Nadine Großmann Germany 10 180 95 81 67 42 40 339
Sanja Tatalović Vorkapić Croatia 11 86 0.5× 154 1.6× 28 0.3× 43 0.6× 34 0.8× 76 322
Ryan C. Svoboda United States 8 138 0.8× 209 2.2× 177 2.2× 47 0.7× 64 1.5× 8 405
Sara J. Unsworth United States 7 111 0.6× 35 0.4× 49 0.6× 66 1.0× 40 1.0× 10 285
Xiaosong Gai China 10 83 0.5× 117 1.2× 48 0.6× 55 0.8× 61 1.5× 40 311
Pascal Legrain France 9 204 1.1× 105 1.1× 60 0.7× 106 1.6× 82 2.0× 19 360
Tommaso Feraco Italy 11 226 1.3× 124 1.3× 99 1.2× 79 1.2× 30 0.7× 39 418
David Méndez-Alonso Spain 9 171 0.9× 111 1.2× 52 0.6× 84 1.3× 35 0.8× 21 330
Britta Kilian Germany 11 145 0.8× 58 0.6× 117 1.4× 57 0.9× 70 1.7× 17 319
Stephanie L. Reeves United States 8 149 0.8× 95 1.0× 63 0.8× 24 0.4× 105 2.5× 12 286
Elina Ketonen Finland 11 154 0.9× 196 2.1× 128 1.6× 105 1.6× 34 0.8× 26 419

Countries citing papers authored by Nadine Großmann

Since Specialization
Citations

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

Fields of papers citing papers by Nadine Großmann

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nadine Großmann

This figure shows the co-authorship network connecting the top 25 collaborators of Nadine Großmann. A scholar is included among the top collaborators of Nadine Großmann 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 Nadine Großmann. Nadine Großmann 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
1.
2.
Großschedl, Jörg, et al.. (2025). Gamification in education—teachers’ perspectives through the lens of the theory of planned behavior. Frontiers in Psychology. 16. 1571463–1571463. 2 indexed citations
3.
4.
Großmann, Nadine, et al.. (2023). Supporting pre-service teachers in developing research competence. Frontiers in Education. 8. 5 indexed citations
5.
Randler, Christoph, et al.. (2023). Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience. Journal of Research in Science Teaching. 60(10). 2255–2293. 9 indexed citations
6.
Großmann, Nadine, et al.. (2023). The power of instructional quality, structure, and autonomy support to predict students’ perceived competence: A Bifactor-ESEM representation. Teaching and Teacher Education. 135. 104334–104334. 4 indexed citations
7.
Großmann, Nadine, et al.. (2023). Dissection in biology education compared to alternative methods in terms of their influence on students’ emotional experience. Frontiers in Psychology. 14. 1138273–1138273. 2 indexed citations
8.
9.
Großmann, Nadine & Christoph Randler. (2023). Developing an instrument to assess the satisfaction and frustration of basic psychological needs during the leisure activity of birdwatching (Birding-BPNSF). Journal of Leisure Research. 56(2). 251–273. 2 indexed citations
10.
Randler, Christoph & Nadine Großmann. (2022). Birder's characteristics for participation in a big day – social aspects are more important than competition. SHILAP Revista de lepidopterología. 3. 100050–100050. 5 indexed citations
11.
Wilde, Matthias, et al.. (2022). “I've Always Thought That I Was Not Good at Experiments…”—The Benefit of Non-formal Learning in Terms of Students' Perceived Competence. Frontiers in Psychology. 13. 882185–882185. 8 indexed citations
12.
Großmann, Nadine, et al.. (2022). Why students feel competent in the classroom: A qualitative content analysis of students’ views. Frontiers in Psychology. 13. 928801–928801.
13.
Müller, Florian H., et al.. (2021). How Can Students Feel More Vital Amidst Severe Restrictions? Psychological Needs Satisfaction, Motivational Regulation and Vitality of Students during the Coronavirus Pandemic Restrictions. European Journal of Investigation in Health Psychology and Education. 11(2). 405–422. 16 indexed citations
14.
Müller, Florian H., et al.. (2021). University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach. Frontiers in Psychology. 12. 775804–775804. 27 indexed citations
15.
Großmann, Nadine, et al.. (2021). Academic Self-Regulation, Chronotype and Personality in University Students During the Remote Learning Phase due to COVID-19. Frontiers in Education. 6. 18 indexed citations
16.
Wilde, Matthias, et al.. (2021). Eine mehrdimensionale Betrachtung des Druckerlebens von Schüler*innen der Sekundarstufe II aus der Perspektive der Selbstbestimmungstheorie. Zeitschrift für Erziehungswissenschaft. 24(6). 1401–1427. 2 indexed citations
17.
Großmann, Nadine, et al.. (2020). Prädiktoren der Kompetenzwahrnehmung von Schülerinnen und Schülern im Biologieunterricht. Zeitschrift für Pädagogische Psychologie. 36(3). 153–165. 6 indexed citations
18.
Großmann, Nadine, et al.. (2018). Freiwillige Hausaufgaben im Biologieunterricht. Psychologie in Erziehung und Unterricht. 65(2). 1 indexed citations
19.
20.
Schneider, Antonius, et al.. (2012). The development of general practice as an academic discipline in Germany - an analysis of research output between 2000 and 2010. BMC Family Practice. 13(1). 58–58. 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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2026