Steffani Saß

450 total citations
14 papers, 275 citations indexed

About

Steffani Saß is a scholar working on Experimental and Cognitive Psychology, Education and Developmental and Educational Psychology. According to data from OpenAlex, Steffani Saß has authored 14 papers receiving a total of 275 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Experimental and Cognitive Psychology, 10 papers in Education and 5 papers in Developmental and Educational Psychology. Recurrent topics in Steffani Saß's work include Visual and Cognitive Learning Processes (6 papers), Cognitive Abilities and Testing (5 papers) and Education, Achievement, and Giftedness (5 papers). Steffani Saß is often cited by papers focused on Visual and Cognitive Learning Processes (6 papers), Cognitive Abilities and Testing (5 papers) and Education, Achievement, and Giftedness (5 papers). Steffani Saß collaborates with scholars based in Germany and Norway. Steffani Saß's co-authors include Olaf Köller, Marlit Annalena Lindner, Kerstin Schütte, Anna‐Katharina Praetorius, Eckhard Klieme, Svenja Vieluf, Jörg Wittwer, Martin Senkbeil, Jan Marten Ihme and Manfred Prenzel and has published in prestigious journals such as Computers & Education, Frontiers in Psychology and Learning and Instruction.

In The Last Decade

Steffani Saß

14 papers receiving 261 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Steffani Saß Germany 10 142 129 84 35 27 14 275
Nora McIntyre United Kingdom 8 130 0.9× 199 1.5× 93 1.1× 58 1.7× 70 2.6× 16 395
Mark Ullrich Germany 8 136 1.0× 176 1.4× 157 1.9× 28 0.8× 19 0.7× 26 282
Anselm Strohmaier Germany 9 117 0.8× 126 1.0× 87 1.0× 21 0.6× 40 1.5× 19 285
Alfred Valdez United States 5 107 0.8× 162 1.3× 143 1.7× 21 0.6× 12 0.4× 8 282
Yu‐Ta Chien Taiwan 8 68 0.5× 248 1.9× 106 1.3× 37 1.1× 49 1.8× 13 393
Raymond Flores United States 10 90 0.6× 202 1.6× 90 1.1× 20 0.6× 16 0.6× 23 321
Antero Lindstedt Finland 8 85 0.6× 84 0.7× 266 3.2× 40 1.1× 51 1.9× 17 427
Hava E. Vidergor Israel 9 110 0.8× 258 2.0× 118 1.4× 48 1.4× 13 0.5× 25 425
Maria Wirzberger Germany 8 124 0.9× 69 0.5× 83 1.0× 43 1.2× 27 1.0× 33 246
Helmut Prechtl Germany 9 122 0.9× 153 1.2× 156 1.9× 42 1.2× 33 1.2× 12 306

Countries citing papers authored by Steffani Saß

Since Specialization
Citations

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

Fields of papers citing papers by Steffani Saß

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Steffani Saß

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

All Works

14 of 14 papers shown
1.
Saß, Steffani, Olaf Köller, & Friederike Zimmermann. (2025). Smart But Maladapted? Differences in the Psychological Functioning of Intellectually Gifted Students Compared With Average-Ability Students. Gifted Child Quarterly. 69(3). 219–236. 1 indexed citations
2.
3.
Scherer, Ronny, et al.. (2021). The relation between science achievement and general cognitive abilities in large-scale assessments. Intelligence. 86. 101529–101529. 5 indexed citations
4.
Saß, Steffani, et al.. (2019). Self-Concept Profiles in Lower Secondary Level – An Explanation for Gender Differences in Science Course Selection?. Frontiers in Psychology. 10. 836–836. 18 indexed citations
5.
Köller, Olaf, Jennifer Meyer, Steffani Saß, & Jürgen Baumert. (2019). New analyses of an old topic. Effects of intelligence and motivation on academic achievement. peDOCS. 11(1). 166–189. 14 indexed citations
6.
Lindner, Marlit Annalena, et al.. (2018). Task-irrelevant data impair processing of graph reading tasks: An eye tracking study. Learning and Instruction. 55. 139–147. 25 indexed citations
7.
Saß, Steffani, Kerstin Schütte, & Marlit Annalena Lindner. (2017). Test-takers’ eye movements: Effects of integration aids and types of graphical representations. Computers & Education. 109. 85–97. 21 indexed citations
8.
Saß, Steffani, et al.. (2017). The interplay of g and mathematical abilities in large-scale assessments across grades. Intelligence. 63. 33–44. 25 indexed citations
9.
Lindner, Marlit Annalena, Jan Marten Ihme, Steffani Saß, & Olaf Köller. (2016). How Representational Pictures Enhance Students’ Performance and Test-Taking Pleasure in Low-Stakes Assessment. European Journal of Psychological Assessment. 34(6). 376–385. 22 indexed citations
10.
Saß, Steffani, et al.. (2016). Do Graph Readers Prefer the Graph Type Most Suited to a Given Task? Insights from Eye Tracking. Journal of Eye Movement Research. 9(4). 27 indexed citations
11.
Praetorius, Anna‐Katharina, et al.. (2015). The same in German as in English? Investigating the subject-specificity of teaching quality. Zeitschrift für Erziehungswissenschaft. 19(1). 191–209. 44 indexed citations
12.
Saß, Steffani & Kerstin Schütte. (2015). Helping Poor Readers Demonstrate Their Science Competence. Journal of Psychoeducational Assessment. 34(1). 91–96. 7 indexed citations
13.
Schöps, Katrin, et al.. (2013). Assessing scientific literacy over the lifespan - a description of the NEPS science framework and the test development. mediaTUM (Technical University of Munich). 5(2). 110–138. 30 indexed citations
14.
Saß, Steffani, Jörg Wittwer, Martin Senkbeil, & Olaf Köller. (2011). Pictures in Test Items: Effects on Response Time and Response Correctness. Applied Cognitive Psychology. 26(1). 70–81. 31 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Nora McIntyre Breakdown of academic impact, for papers by Mark Ullrich Breakdown of academic impact, for papers by Anselm Strohmaier Breakdown of academic impact, for papers by Alfred Valdez Breakdown of academic impact, for papers by Yu‐Ta Chien Breakdown of academic impact, for papers by Raymond Flores Breakdown of academic impact, for papers by Antero Lindstedt Breakdown of academic impact, for papers by Hava E. Vidergor Breakdown of academic impact, for papers by Maria Wirzberger Breakdown of academic impact, for papers by Helmut Prechtl
Rankless by CCL
2026