Thomas Goetz

26.7k total citations · 8 hit papers
147 papers, 16.8k citations indexed

About

Thomas Goetz is a scholar working on Social Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Thomas Goetz has authored 147 papers receiving a total of 16.8k indexed citations (citations by other indexed papers that have themselves been cited), including 81 papers in Social Psychology, 73 papers in Experimental and Cognitive Psychology and 38 papers in Education. Recurrent topics in Thomas Goetz's work include Education, Achievement, and Giftedness (57 papers), Grit, Self-Efficacy, and Motivation (33 papers) and Mind wandering and attention (28 papers). Thomas Goetz is often cited by papers focused on Education, Achievement, and Giftedness (57 papers), Grit, Self-Efficacy, and Motivation (33 papers) and Mind wandering and attention (28 papers). Thomas Goetz collaborates with scholars based in Germany, United States and Austria. Thomas Goetz's co-authors include Reinhard Pekrun, Anne C. Frenzel, Raymond P. Perry, Nathan C. Hall, Wolfram Titz, Oliver Lüdtke, Lia M. Daniels, Petra Barchfeld, Robert H. Stupnisky and Ulrike E. Nett and has published in prestigious journals such as Journal of Personality and Social Psychology, SHILAP Revista de lepidopterología and PLoS ONE.

In The Last Decade

Thomas Goetz

138 papers receiving 15.8k citations

Hit Papers

Academic Emotions in Students' Self-Regulated Learning an... 2002 2026 2010 2018 2002 2010 2010 2017 2009 500 1000 1.5k 2.0k 2.5k
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.

  1. Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
    2002 2.6k citations Reinhard Pekrun, Thomas Goetz et al. profile →
  2. Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
    2010 1.5k citations Reinhard Pekrun, Thomas Goetz et al. profile →
  3. Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.
    2010 781 citations Reinhard Pekrun, Thomas Goetz et al. profile →
  4. Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects
    2017 659 citations Reinhard Pekrun, Herbert W. Marsh et al. profile →
  5. Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.
    2009 552 citations Anne C. Frenzel, Thomas Goetz et al. profile →
  6. “My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
    2014 330 citations Katarzyna Gogol, Thomas Goetz et al. profile →
  7. Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)
    2016 274 citations Anne C. Frenzel, Reinhard Pekrun et al. profile →
  8. A three-dimensional taxonomy of achievement emotions.
    2022 136 citations Reinhard Pekrun, Herbert W. Marsh et al. Journal of Personality and Social Psychology profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Thomas Goetz Germany 62 8.0k 7.0k 6.7k 3.2k 2.5k 147 16.8k
Raymond P. Perry Canada 50 6.3k 0.8× 4.2k 0.6× 5.0k 0.7× 2.3k 0.7× 2.6k 1.0× 174 14.0k
Reinhard Pekrun Germany 83 14.2k 1.8× 13.2k 1.9× 12.4k 1.8× 6.9k 2.2× 4.0k 1.6× 260 30.5k
Judith M. Harackiewicz United States 65 10.0k 1.3× 10.6k 1.5× 7.1k 1.1× 4.4k 1.4× 1.3k 0.5× 134 19.9k
Angela Duckworth United States 59 11.7k 1.5× 5.8k 0.8× 4.7k 0.7× 1.6k 0.5× 7.0k 2.8× 140 22.7k
Oliver Lüdtke Germany 72 8.3k 1.0× 7.6k 1.1× 9.3k 1.4× 2.8k 0.9× 4.4k 1.7× 309 21.7k
Johnmarshall Reeve South Korea 58 10.7k 1.3× 4.2k 0.6× 6.3k 0.9× 4.3k 1.4× 2.1k 0.8× 121 17.3k
Kou Murayama United Kingdom 51 4.1k 0.5× 4.7k 0.7× 3.0k 0.4× 1.8k 0.6× 1.7k 0.6× 185 11.6k
Ulrich Trautwein Germany 71 7.7k 1.0× 7.5k 1.1× 10.1k 1.5× 2.8k 0.9× 3.9k 1.5× 338 20.7k
Phillip L. Ackerman United States 57 4.4k 0.6× 5.4k 0.8× 1.6k 0.2× 2.4k 0.8× 1.9k 0.7× 149 15.0k
David S. Yeager United States 43 5.2k 0.6× 4.2k 0.6× 3.9k 0.6× 1.5k 0.5× 2.3k 0.9× 92 11.8k

Countries citing papers authored by Thomas Goetz

Since Specialization
Citations

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

Fields of papers citing papers by Thomas Goetz

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Thomas Goetz

This figure shows the co-authorship network connecting the top 25 collaborators of Thomas Goetz. A scholar is included among the top collaborators of Thomas Goetz 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 Thomas Goetz. Thomas Goetz 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.
Lüke, Timo, et al.. (2025). The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach. Educational Psychology Review. 37(4).
2.
Krannich, Maike, et al.. (2025). Investigating the Relationship Between Boredom and Creativity: The Role of Academic Challenge. Education Sciences. 15(3). 330–330.
3.
Frenzel, Anne C., et al.. (2024). Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis. British Journal of Educational Psychology. 94(3). 947–958. 6 indexed citations
4.
Liu, Wan‐Ling, et al.. (2024). Beyond the blues: The protective influence of adaptability and well‐being on university students' mental health. Journal of Adolescence. 97(2). 409–421.
5.
Botes, Elouise, Jean‐Marc Dewaele, Samuel Greiff, & Thomas Goetz. (2023). Can personality predict foreign language classroom emotions? The devil’s in the detail. Studies in Second Language Acquisition. 46(1). 51–74. 22 indexed citations
6.
Goetz, Thomas, Katarzyna Gogol, Reinhard Pekrun, et al.. (2023). Our individual order of things directs how we think we feel. Cognition & Emotion. 37(5). 990–996. 1 indexed citations
7.
Bardach, Lisa, Takuya Yanagida, Thomas Goetz, Hayley Jach, & Reinhard Pekrun. (2023). Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement.. Developmental Psychology. 59(7). 1327–1345. 12 indexed citations
8.
Pekrun, Reinhard, Herbert W. Marsh, Andrew J. Elliot, et al.. (2022). A three-dimensional taxonomy of achievement emotions.. Journal of Personality and Social Psychology. 124(1). 145–178. 136 indexed citations breakdown →
9.
Xu, Yanling, et al.. (2021). Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion. Frontiers in Psychology. 11. 633265–633265. 96 indexed citations
10.
Roos, Anna‐Lena, Thomas Goetz, Maike Krannich, et al.. (2020). Test anxiety components: an intra-individual approach testing their control antecedents and effects on performance. Anxiety Stress & Coping. 34(3). 279–298. 17 indexed citations
11.
Frenzel, Anne C., et al.. (2020). Excessive boredom among adolescents: A comparison between low and high achievers. PLoS ONE. 15(11). e0241671–e0241671. 17 indexed citations
12.
Masón, Lucia, Sonia Zaccoletti, Sara Scrimin, et al.. (2019). Reading with the eyes and under the skin: Comprehending conflicting digital texts. Journal of Computer Assisted Learning. 36(1). 89–101. 26 indexed citations
13.
Nett, Ulrike E., et al.. (2016). How Accurately Can Parents Judge Their Children’s Boredom in School?. Frontiers in Psychology. 7. 770–770. 4 indexed citations
14.
Frenzel, Anne C., et al.. (2015). Teaching This Class Drives Me Nuts! - Examining the Person and Context Specificity of Teacher Emotions. PLoS ONE. 10(6). e0129630–e0129630. 100 indexed citations
15.
Goetz, Thomas, Eva S. Becker, Madeleine Bieg, et al.. (2015). The Glass Half Empty: How Emotional Exhaustion Affects the State-Trait Discrepancy in Self-Reports of Teaching Emotions. PLoS ONE. 10(9). e0137441–e0137441. 61 indexed citations
16.
Goetz, Thomas, et al.. (2015). Responses to Success: Seeking Pleasant Experiences before a Task Is Complete?. PLoS ONE. 10(8). e0135952–e0135952. 1 indexed citations
17.
Frenzel, Anne C., Reinhard Pekrun, Anna‐Lena Dicke, & Thomas Goetz. (2012). Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics.. Developmental Psychology. 48(4). 1069–1082. 90 indexed citations
18.
Goetz, Thomas, et al.. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety Stress & Coping. 21(2). 185–198. 74 indexed citations
19.
Lütteke, Thomas, et al.. (2005). GLYCOSCIENCES.de: an Internet portal to support glycomics and glycobiology research. Glycobiology. 16(5). 71R–81R. 180 indexed citations
20.
Goetz, Thomas, et al.. (1974). Membertou's Raid on the Chouacoet "Almouchiquois"—The Micmac Sack of Saco in 1607; English Translation of Marc Lescarbot. 6.

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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