Nicolas Hübner

724 total citations
42 papers, 391 citations indexed

About

Nicolas Hübner is a scholar working on Education, Experimental and Cognitive Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Nicolas Hübner has authored 42 papers receiving a total of 391 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 14 papers in Experimental and Cognitive Psychology and 8 papers in Developmental and Educational Psychology. Recurrent topics in Nicolas Hübner's work include Education, Achievement, and Giftedness (10 papers), School Choice and Performance (7 papers) and Cognitive Abilities and Testing (5 papers). Nicolas Hübner is often cited by papers focused on Education, Achievement, and Giftedness (10 papers), School Choice and Performance (7 papers) and Cognitive Abilities and Testing (5 papers). Nicolas Hübner collaborates with scholars based in Germany, United States and United Kingdom. Nicolas Hübner's co-authors include Benjamin Nagengast, Ulrich Trautwein, Wolfgang Wagner, Christian Fischer, Oliver Lüdtke, Marion Spengler, Jennifer Meyer, Tim Fütterer, Thorben Jansen and Steffen Zitzmann and has published in prestigious journals such as Psychological Review, Child Development and Psychological Science.

In The Last Decade

Nicolas Hübner

39 papers receiving 371 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Nicolas Hübner Germany	11	198	112	92	77	64	42	391
Kara A. Makara United Kingdom	11	212 1.1×	62 0.6×	86 0.9×	58 0.8×	64 1.0×	19	378
Faye Huie United States	9	340 1.7×	67 0.6×	113 1.2×	72 0.9×	120 1.9×	16	502
Anneke Timmermans Netherlands	13	486 2.5×	98 0.9×	103 1.1×	34 0.4×	81 1.3×	35	615
Jennifer Randall United States	13	410 2.1×	43 0.4×	52 0.6×	50 0.6×	90 1.4×	38	626
Kajsa Yang Hansen Sweden	14	425 2.1×	64 0.6×	95 1.0×	42 0.5×	67 1.0×	42	588
H. Daniel United Kingdom	13	412 2.1×	63 0.6×	54 0.6×	39 0.5×	70 1.1×	22	563
Anne Podolsky United States	10	431 2.2×	42 0.4×	55 0.6×	36 0.5×	62 1.0×	19	560
Michelle L. Peters United States	13	425 2.1×	58 0.5×	119 1.3×	57 0.7×	130 2.0×	25	608
Julia Gorges Germany	12	177 0.9×	104 0.9×	140 1.5×	50 0.6×	55 0.9×	45	397
Herbert W. Ware United States	6	399 2.0×	57 0.5×	142 1.5×	44 0.6×	62 1.0×	7	513

Countries citing papers authored by Nicolas Hübner

Since Specialization

Citations

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

Fields of papers citing papers by Nicolas Hübner

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nicolas Hübner

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

Kammerer, Yvonne, et al.. (2025). How do intellectually curious and interested people learn and attain knowledge? A focus on behavioral traces of information seeking. European Journal of Personality. 40(1). 87–110. 1 indexed citations

Helm, Christoph, et al.. (2025). A meta-analysis of students’ academic learning losses over the course of the COVID-19 pandemic. Learning and Instruction. 98. 102111–102111. 1 indexed citations

Fütterer, Tim, et al.. (2025). Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes: A meta-analysis. Computers & Education. 228. 105247–105247. 7 indexed citations

Hübner, Nicolas, Naomi Winstone, Samuel Merk, & John Hattie. (2025). Teacher feedback and students’ self-concept, intrinsic value, and achievement in mathematics: Juxtaposing between- and within-person perspectives on long-term reciprocal relationships. Contemporary Educational Psychology. 81. 102365–102365.

Bailey, Drew H., Nicolas Hübner, Steffen Zitzmann, Martin Hecht, & Kou Murayama. (2024). Illusory traits: Wrong but sometimes useful.. Psychological Review. 133(1). 173–186. 4 indexed citations

Hübner, Nicolas, et al.. (2024). Domain Specificity of Procrastination in School. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 56(4). 186–196.

Hübner, Nicolas, Malte Jansen, Petra Stanat, Thorsten Bohl, & Wolfgang Wagner. (2024). Alles eine Frage des Bundeslandes? Eine mehrebenenanalytische Betrachtung der eingeschränkten Vergleichbarkeit von Schulnoten. Zeitschrift für Erziehungswissenschaft. 27(2). 517–549. 5 indexed citations

Gruijters, Rob J., Isabel J. Raabe, & Nicolas Hübner. (2023). Socio-emotional Skills and the Socioeconomic Achievement Gap. Sociology of Education. 97(2). 120–147. 10 indexed citations

Meyer, Jennifer, Thorben Jansen, Nicolas Hübner, & Oliver Lüdtke. (2023). Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures. Educational Psychology Review. 35(1). 35 indexed citations

10.

Hübner, Nicolas, et al.. (2023). What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school. Computers & Education. 203. 104847–104847. 5 indexed citations

11.

Hübner, Nicolas, Wolfgang Wagner, Steffen Zitzmann, & Benjamin Nagengast. (2023). How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement. Educational Psychology Review. 35(1). 17 indexed citations

12.

Hübner, Nicolas, Wolfgang Wagner, Jennifer Meyer, & Helen M. G. Watt. (2022). To Those Who Have, More Will Be Given? Effects of an Instructional Time Reform on Gender Disparities in STEM Subjects, Stress, and Health. Frontiers in Psychology. 13. 816358–816358. 3 indexed citations

13.

Hübner, Nicolas, et al.. (2022). Vocabulary, text coverage, word frequency and the lexical threshold in elementary school reading comprehension. Reading and Writing. 36(9). 2409–2431. 3 indexed citations

14.

Hübner, Nicolas, et al.. (2022). Reading to learn? The co-development of mathematics and reading during primary school. Child Development. 93(6). 1760–1776. 12 indexed citations

15.

Hornung, Caroline, Danielle Hoffmann, Sonja Ugen, et al.. (2021). Long-term relevance and interrelation of symbolic and non-symbolic abilities in mathematical-numerical development: Evidence from large-scale assessment data. Cognitive Development. 58. 101008–101008. 7 indexed citations

16.

Hübner, Nicolas, et al.. (2021). Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation.. Journal of Educational Psychology. 114(1). 127–143. 6 indexed citations

17.

Hübner, Nicolas, et al.. (2021). Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation. PsyArXiv (OSF Preprints). 1 indexed citations

18.

Hübner, Nicolas, et al.. (2020). RIASEC interests and the Big Five personality traits matter for life success—But do they already matter for educational track choices?. Journal of Personality. 88(5). 1007–1024. 24 indexed citations

19.

Hübner, Nicolas, Wolfgang Wagner, Jan Hochweber, Marko Neumann, & Benjamin Nagengast. (2019). Comparing apples and oranges: Curricular intensification reforms can change the meaning of students’ grades!. Journal of Educational Psychology. 112(1). 204–220. 18 indexed citations

20.

Golle, Jessika, Norman Rose, Richard Göllner, et al.. (2018). School or Work? The Choice May Change Your Personality. Psychological Science. 30(1). 32–42. 21 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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