Richard Göllner

3.0k total citations · 1 hit paper
72 papers, 1.8k citations indexed

About

Richard Göllner is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Richard Göllner has authored 72 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Education, 30 papers in Experimental and Cognitive Psychology and 18 papers in Social Psychology. Recurrent topics in Richard Göllner's work include Education, Achievement, and Giftedness (13 papers), Virtual Reality Applications and Impacts (11 papers) and Early Childhood Education and Development (10 papers). Richard Göllner is often cited by papers focused on Education, Achievement, and Giftedness (13 papers), Virtual Reality Applications and Impacts (11 papers) and Early Childhood Education and Development (10 papers). Richard Göllner collaborates with scholars based in Germany, United States and Switzerland. Richard Göllner's co-authors include Ulrich Trautwein, Oliver Lüdtke, Wolfgang Wagner, Uta Klusmann, Karen Aldrup, Benjamin Fauth, Brent W. Roberts, Enkelejda Kasneci, Marion Spengler and Bernhard Schmitz and has published in prestigious journals such as Journal of Personality and Social Psychology, Scientific Reports and Psychological Science.

In The Last Decade

Richard Göllner

68 papers receiving 1.7k citations

Hit Papers

align trajectories

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.

Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

2018 263 citations Richard Göllner, Ulrich Trautwein et al. Learning and Instruction profile →

Peers

Richard Göllner

EDUCA

ECP

DEP

Petra Barchfeld Germany

Doris Holzberger Germany

Celestino Rodríguez Spain

Rubén Trigueros Spain

Manuela Paechter Austria

Brett D. Jones United States

Gwen C. Marchand United States

Amy Chan Australia

Sung‐il Kim South Korea

Zhihui Cai China

Petra Barchfeld Germany

Richard Göllner

575 ×0.7

EDUCA

764 ×1.3

632 ×1.5

ECP

244 ×0.6

441 ×1.9

DEP

Citations per year, relative to Richard Göllner Richard Göllner (= 1×) peers Petra Barchfeld

Countries citing papers authored by Richard Göllner

Since Specialization

Citations

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

Fields of papers citing papers by Richard Göllner

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Richard Göllner

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

Wagner, Wolfgang, et al.. (2025). Teaching quality in STEM education: differences between in- and out-of-school contexts from the perspective of gifted students. International Journal of STEM Education. 12(1). 2 indexed citations

Praetorius, Anna‐Katharina, Charalambos Y. Charalambous, Svenja Vieluf, et al.. (2025). Rethinking teaching-quality research: a reflection on the role of core working assumptions and possible pathways for future research. School Effectiveness and School Improvement. 36(2). 314–334. 2 indexed citations

Göllner, Richard, et al.. (2024). Subject and time specificity of students' cognitive, behavioral, and emotional engagement at school. Learning and Individual Differences. 114. 102511–102511. 1 indexed citations

Göllner, Richard, et al.. (2024). Limes (the Roman Frontier): Developing a Video Game for History Learning. 18(1). 839–847. 1 indexed citations

Kasneci, Enkelejda, et al.. (2024). Gaze-based attention network analysis in a virtual reality classroom. MethodsX. 12. 102662–102662. 3 indexed citations

Göllner, Richard, et al.. (2024). Erfassung elterlicher Überzeugungen zum Erlernen eines Instruments im Grundschulalter. Diagnostica. 71(1). 37–49.

Lazarides, Rebecca, et al.. (2024). ‘No words’—Machine‐learning classified nonverbal immediacy and its role in connecting teacher self‐efficacy with perceived teaching and student interest. British Journal of Educational Psychology. 95(S1). S15–S31. 3 indexed citations

Trautwein, Ulrich, et al.. (2023). Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings. Computers & Education. 213. 104976–104976. 8 indexed citations

Trautwein, Ulrich, et al.. (2023). Investigating social comparison behaviour in an immersive virtual reality classroom based on eye-movement data. Scientific Reports. 13(1). 14672–14672. 4 indexed citations

10.

Hahn, Jens‐Uwe, et al.. (2023). Enhancing the effectiveness of virtual reality in science education through an experimental intervention involving students’ perceived usefulness of virtual reality.. 4(1). 76–90. 10 indexed citations

11.

Trautwein, Ulrich, et al.. (2023). An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom. Instructional Science. 52(4). 583–612.

12.

Praetorius, Anna‐Katharina, Jasmin Decristan, Benjamin Fauth, et al.. (2023). Was tun? Perspektiven für eine Unterrichtsqualitätsforschung der Zukunft. Unterrichtswissenschaft. 51(1). 63–97. 8 indexed citations

13.

Gao, Hong, et al.. (2023). The impact of a usefulness intervention on students’ learning achievement in a virtual biology lesson: An eye-tracking-based approach. Learning and Instruction. 90. 101867–101867. 6 indexed citations

14.

Gao, Hong, et al.. (2022). Evaluating the Effects of Virtual Human Animation on Students in an Immersive VR Classroom Using Eye Movements. 1–11. 7 indexed citations

15.

Gao, Hong, et al.. (2022). Exploring Gender Differences in Computational Thinking Learning in a VR Classroom: Developing Machine Learning Models Using Eye-Tracking Data and Explaining the Models. International Journal of Artificial Intelligence in Education. 33(4). 929–954. 17 indexed citations

16.

Göllner, Richard, et al.. (2020). Do student ratings of classroom management tell us more about teachers or about classroom composition?. Multilingual Matters (Channel View Publications). 1 indexed citations

17.

Göllner, Richard, et al.. (2020). How state and trait versions of self-esteem and depressive symptoms affect their interplay: A longitudinal experimental investigation.. Journal of Personality and Social Psychology. 120(1). 206–225. 13 indexed citations

18.

Fauth, Benjamin, Richard Göllner, Gerlinde Lenske, Anna‐Katharina Praetorius, & Wolfgang Wagner. (2020). Who Sees What?. Zurich Open Repository and Archive (University of Zurich). 138–155. 38 indexed citations

19.

Grosz, Michael P., Richard Göllner, Norman Rose, et al.. (2017). The development of narcissistic admiration and machiavellianism in early adulthood.. Journal of Personality and Social Psychology. 116(3). 467–482. 30 indexed citations

20.

Probst, Thomas, Michael J. Lambert, Thomas Loew, et al.. (2013). Feedback on patient progress and clinical support tools for therapists: Improved outcome for patients at risk of treatment failure in psychosomatic in-patient therapy under the conditions of routine practice. Journal of Psychosomatic Research. 75(3). 255–261. 44 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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