Svenja Rieser

955 total citations · 1 hit paper
14 papers, 624 citations indexed

About

Svenja Rieser is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Svenja Rieser has authored 14 papers receiving a total of 624 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 6 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Svenja Rieser's work include Motivation and Self-Concept in Sports (5 papers), Education, Achievement, and Giftedness (5 papers) and Teacher Education and Leadership Studies (4 papers). Svenja Rieser is often cited by papers focused on Motivation and Self-Concept in Sports (5 papers), Education, Achievement, and Giftedness (5 papers) and Teacher Education and Leadership Studies (4 papers). Svenja Rieser collaborates with scholars based in Germany, Switzerland and Austria. Svenja Rieser's co-authors include Jasmin Decristan, Gerhard Büttner, Eckhard Klieme, Benjamin Fauth, Jan Hochweber, Silke Hertel, Mareike Kunter, Ilonca Hardy, Alexander Naumann and Susanne Schwab and has published in prestigious journals such as American Educational Research Journal, Learning and Instruction and British Journal of Educational Psychology.

In The Last Decade

Svenja Rieser

12 papers receiving 595 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 ratings of teaching quality in primary school: Dimensions and prediction of student outcomes

2013 376 citations Benjamin Fauth, Jasmin Decristan et al. Learning and Instruction profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Svenja Rieser Germany	9	502	143	137	108	63	14	624
Benjamin Herbert Germany	5	363 0.7×	112 0.8×	97 0.7×	78 0.7×	44 0.7×	7	462
Shari Golan United States	7	286 0.6×	157 1.1×	153 1.1×	191 1.8×	43 0.7×	15	499
Katharina Kiemer Germany	7	379 0.8×	69 0.5×	174 1.3×	62 0.6×	35 0.6×	10	481
Natalie Förster Germany	10	345 0.7×	62 0.4×	227 1.7×	86 0.8×	109 1.7×	29	530
Fritz C. Staub Switzerland	10	613 1.2×	86 0.6×	177 1.3×	50 0.5×	36 0.6×	32	693
Jessie De Naeghel Belgium	6	261 0.5×	115 0.8×	206 1.5×	130 1.2×	14 0.2×	8	418
Allison Ward Parsons United States	11	428 0.9×	51 0.4×	187 1.4×	42 0.4×	28 0.4×	23	547
Anthony J Gabriele United States	10	401 0.8×	71 0.5×	148 1.1×	66 0.6×	26 0.4×	18	496
Esen Uzuntiryaki Türkiye	15	482 1.0×	106 0.7×	258 1.9×	69 0.6×	14 0.2×	30	616
Peggy P. Chen United States	8	331 0.7×	121 0.8×	220 1.6×	159 1.5×	17 0.3×	13	485

Countries citing papers authored by Svenja Rieser

Since Specialization

Citations

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

Fields of papers citing papers by Svenja Rieser

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Svenja Rieser

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

All Works

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14 of 14 papers shown

Decristan, Jasmin & Svenja Rieser. (2024). Berücksichtigung heterogener Lernbedarfe im Rahmen der Arbeit mit Wochenplänen. Unterrichtswissenschaft. 53(3). 313–336.

Rieser, Svenja & Alexander Naumann. (2024). Primary school students’ ratings of teaching – do they differentiate between subjects and teachers?. School Effectiveness and School Improvement. 35(4). 486–505.

Rieser, Svenja & Jasmin Decristan. (2023). Kognitive Aktivierung in Befragungen von Schülerinnen und Schülern. Zeitschrift für Pädagogische Psychologie. 39(3). 155–169. 7 indexed citations

Rieser, Svenja, et al.. (2022). The Gender-Specific Role of Social Relationships for School Well-Being in Primary School. Zeitschrift für Psychologie. 230(3). 215–228. 12 indexed citations

Rieser, Svenja, et al.. (2020). Können Viertklässlerinnen und Viertklässer Unterrichtsqualität valide einschätzen? Ergebnisse zum Fach Deutsch. Unterrichtswissenschaft. 48(4). 663–682. 10 indexed citations

Fauth, Benjamin, Jasmin Decristan, Svenja Rieser, Eckhard Klieme, & Gerhard Büttner. (2018). Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school. Social Psychology of Education. 21(5). 1225–1249. 13 indexed citations

Rieser, Svenja, et al.. (2018). Qualität des Leseunterrichts in vierten Klassen in der Grundschule unter den Bedingungen von Mehrsprachigkeit. Ergebnisse der Lehrkräftebefragung von IGLU 2011. 11(1). 131–145. 2 indexed citations

Naumann, Alexander, et al.. (2018). Sensitivity of test items to teaching quality. Learning and Instruction. 60. 41–53. 15 indexed citations

Rieser, Svenja, Alexander Naumann, Jasmin Decristan, et al.. (2016). The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school. British Journal of Educational Psychology. 86(4). 526–545. 31 indexed citations

10.

Decristan, Jasmin, Eckhard Klieme, Mareike Kunter, et al.. (2015). Embedded Formative Assessment and Classroom Process Quality. American Educational Research Journal. 52(6). 1133–1159. 85 indexed citations

11.

Decristan, Jasmin, Alexander Naumann, Benjamin Fauth, et al.. (2014). Heterogenität von Schülerleistungen in der Grundschule. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 46(4). 181–190. 1 indexed citations

12.

Fauth, Benjamin, Jasmin Decristan, Svenja Rieser, Eckhard Klieme, & Gerhard Büttner. (2014). Grundschulunterricht aus Schüler-, Lehrer- und Beobachterperspektive: Zusammenhänge und Vorhersage von Lernerfolg*. Zeitschrift für Pädagogische Psychologie. 28(3). 127–137. 60 indexed citations

13.

Fauth, Benjamin, Jasmin Decristan, Svenja Rieser, Eckhard Klieme, & Gerhard Büttner. (2013). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction. 29. 1–9. 376 indexed citations breakdown →

14.

Rieser, Svenja, Benjamin Fauth, Jasmin Decristan, Eckhard Klieme, & Gerhard Büttner. (2013). The Connection Between Primary School Students’ Self-Regulation in Learning and Perceived Teaching Quality. Journal of Cognitive Education and Psychology. 12(2). 138–156. 12 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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