Poldi Kuhl

640 total citations
29 papers, 329 citations indexed

About

Poldi Kuhl is a scholar working on Education, Sociology and Political Science and Experimental and Cognitive Psychology. According to data from OpenAlex, Poldi Kuhl has authored 29 papers receiving a total of 329 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 7 papers in Sociology and Political Science and 6 papers in Experimental and Cognitive Psychology. Recurrent topics in Poldi Kuhl's work include Sociology and Education Studies (7 papers), Education Methods and Technologies (6 papers) and Early Childhood Education and Development (5 papers). Poldi Kuhl is often cited by papers focused on Sociology and Education Studies (7 papers), Education Methods and Technologies (6 papers) and Early Childhood Education and Development (5 papers). Poldi Kuhl collaborates with scholars based in Germany and Switzerland. Poldi Kuhl's co-authors include Petra Stanat, Hans Anand Pant, Nicole Haag, Birgit Heppt, Malte Jansen, Bettina Hannover, Julia Tetzner, Michael Becker, Martin Brunner and Naemi D. Brandt and has published in prestigious journals such as SHILAP Revista de lepidopterología, Learning and Instruction and Contemporary Educational Psychology.

In The Last Decade

Poldi Kuhl

26 papers receiving 311 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Poldi Kuhl Germany 9 197 81 59 55 46 29 329
Heike Wendt Germany 10 279 1.4× 90 1.1× 60 1.0× 77 1.4× 20 0.4× 23 392
Marjolein Deunk Netherlands 9 332 1.7× 159 2.0× 37 0.6× 25 0.5× 22 0.5× 30 467
Christopher Sterling United Kingdom 10 129 0.7× 177 2.2× 49 0.8× 41 0.7× 34 0.7× 18 347
Amy Warhurst United Kingdom 8 141 0.7× 100 1.2× 56 0.9× 43 0.8× 30 0.7× 12 263
Vickie E. Lake United States 11 386 2.0× 106 1.3× 19 0.3× 95 1.7× 24 0.5× 33 473
Marissa J. Filderman United States 8 199 1.0× 180 2.2× 45 0.8× 17 0.3× 23 0.5× 21 366
Mary Anne Heng Singapore 8 174 0.9× 59 0.7× 19 0.3× 50 0.9× 34 0.7× 24 286
Rachel A. Valentino United States 7 223 1.1× 107 1.3× 23 0.4× 42 0.8× 26 0.6× 11 335
Gudrun Vanlaar Belgium 9 245 1.2× 47 0.6× 53 0.9× 26 0.5× 16 0.3× 23 326
Elisa Oppermann Germany 11 336 1.7× 91 1.1× 70 1.2× 54 1.0× 62 1.3× 27 446

Countries citing papers authored by Poldi Kuhl

Since Specialization
Citations

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

Fields of papers citing papers by Poldi Kuhl

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Poldi Kuhl

This figure shows the co-authorship network connecting the top 25 collaborators of Poldi Kuhl. A scholar is included among the top collaborators of Poldi Kuhl 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 Poldi Kuhl. Poldi Kuhl 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.
Kuhl, Poldi, et al.. (2025). A psychological framework for social skill acquisition in immersive VR environments: Conceptualization, application, and empirical evaluation. Computers in Human Behavior Reports. 19. 100765–100765. 1 indexed citations
2.
Kuhl, Poldi, et al.. (2024). Teachers’ use of data from digital learning platforms for instructional design: a systematic review. Educational Technology Research and Development. 72(4). 1925–1945. 3 indexed citations
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Strohmaier, Anselm, et al.. (2023). Which Potential Linguistic Challenges do Pre-Service Teachers Identify in a Mathematical Expository Text?. Journal für Mathematik-Didaktik. 44(2). 295–324. 3 indexed citations
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Gresch, Cornelia, Poldi Kuhl, Michael Grosche, Christine Sälzer, & Petra Stanat. (2020). Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen. Multilingual Matters (Channel View Publications). 4 indexed citations
10.
Kuhl, Poldi, et al.. (2020). Professionalisierung inklusiver Schulentwicklungsprozesse. Multilingual Matters (Channel View Publications). 27(2). 192–211. 2 indexed citations
11.
Haag, Nicole, et al.. (2020). Aspekte der Testgüte bei der Erfassung schulischer Kompetenzen von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf. Zeitschrift für Pädagogik. 62. 212–234. 3 indexed citations
12.
Kuhl, Poldi, et al.. (2020). Zusammenhänge zwischen einem gemeinsamen Unterricht und kognitiven und non-kognitiven Outcomes von Kindern ohne sonderpädagogischen Förderbedarf. Zeitschrift für Pädagogische Psychologie. 36(3). 181–206. 3 indexed citations
13.
Gresch, Cornelia, et al.. (2019). Zuwanderungsbezogene Disparitäten bei der Diagnose eines sonderpädagogischen Förderbedarfs Lernen und der besuchten Schulart. Zeitschrift für Erziehungswissenschaft. 22(4). 771–789. 3 indexed citations
14.
Jansen, Malte, et al.. (2019). Competence development of high achievers within the highest track in German secondary school: Evidence for Matthew effects or compensation?. Learning and Individual Differences. 77. 101816–101816. 11 indexed citations
15.
Kuhl, Poldi, et al.. (2018). Educational placement and achievement motivation of students with special educational needs. Contemporary Educational Psychology. 55. 63–83. 32 indexed citations
16.
Kuhl, Poldi, et al.. (2017). Schulische Kompetenzen und schulische Motivation von Kindern mit sonderpädagogischem Förderbedarf in Förderschulen und allgemeinen Schulen. Multilingual Matters (Channel View Publications). 302–316. 1 indexed citations
17.
Kuhl, Poldi, Petra Stanat, Birgit Lütje-Klose, et al.. (2015). Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 11 indexed citations
18.
Kuhl, Poldi, et al.. (2014). Wo lernen Kinder mit sonderpädagogischem Förderbedarf besser? Ein Vergleich schulischer Kompetenzen zwischen Regel- und Förderschulen in der Primarstufe. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie. 66(2). 165–191. 48 indexed citations
19.
Haag, Nicole, Birgit Heppt, Petra Stanat, Poldi Kuhl, & Hans Anand Pant. (2013). Second language learners' performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction. 28. 24–34. 104 indexed citations
20.
Freund, Alexandra M., et al.. (2011). Stronger evidence for own-age effects in memory for older as compared to younger adults. Memory. 19(5). 429–448. 6 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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