Thomas Götz

3.1k total citations
78 papers, 2.2k citations indexed

About

Thomas Götz is a scholar working on Education, Experimental and Cognitive Psychology and Cognitive Neuroscience. According to data from OpenAlex, Thomas Götz has authored 78 papers receiving a total of 2.2k indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 23 papers in Experimental and Cognitive Psychology and 18 papers in Cognitive Neuroscience. Recurrent topics in Thomas Götz's work include Education Methods and Technologies (15 papers), Circadian rhythm and melatonin (12 papers) and Mind wandering and attention (9 papers). Thomas Götz is often cited by papers focused on Education Methods and Technologies (15 papers), Circadian rhythm and melatonin (12 papers) and Mind wandering and attention (9 papers). Thomas Götz collaborates with scholars based in Germany, Switzerland and Austria. Thomas Götz's co-authors include Christian Cajochen, Sarah L. Chellappa, Anne C. Frenzel, Roland Steiner, Peter Oelhafen, Peter Blattner, Reinhard Pekrun, Franzis Preckel, Peter Böger and Gerhard Sandmann and has published in prestigious journals such as Journal of Neuroscience, SHILAP Revista de lepidopterología and PLoS ONE.

In The Last Decade

Thomas Götz

68 papers receiving 2.1k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Thomas Götz Germany 24 768 653 564 460 299 78 2.2k
Anne‐Marie Chang United States 29 2.1k 2.7× 2.3k 3.5× 1.2k 2.2× 289 0.6× 506 1.7× 71 4.6k
Gena Glickman United States 14 608 0.8× 1.8k 2.8× 473 0.8× 207 0.5× 947 3.2× 28 2.5k
Stuart M. Armstrong Australia 29 740 1.0× 1.9k 3.0× 942 1.7× 306 0.7× 113 0.4× 58 3.1k
Marc Hébert Canada 26 552 0.7× 1.0k 1.6× 522 0.9× 153 0.3× 422 1.4× 93 2.3k
Christina Schmidt Belgium 27 1.2k 1.5× 582 0.9× 1.6k 2.8× 176 0.4× 60 0.2× 69 2.5k
Brant P. Hasler United States 38 2.9k 3.7× 1.6k 2.5× 1.9k 3.4× 238 0.5× 60 0.2× 117 4.3k
Manuel Spitschan Germany 21 360 0.5× 1.1k 1.8× 477 0.8× 189 0.4× 702 2.3× 84 2.0k
Stephany M. Biello United Kingdom 31 824 1.1× 1.6k 2.4× 1.1k 2.0× 294 0.6× 21 0.1× 63 2.8k
Fabian Streit Germany 21 357 0.5× 95 0.1× 344 0.6× 416 0.9× 78 0.3× 86 2.4k
O Benoît France 28 865 1.1× 635 1.0× 1.1k 1.9× 150 0.3× 100 0.3× 96 2.1k

Countries citing papers authored by Thomas Götz

Since Specialization
Citations

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

Fields of papers citing papers by Thomas Götz

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Thomas Götz

This figure shows the co-authorship network connecting the top 25 collaborators of Thomas Götz. A scholar is included among the top collaborators of Thomas Götz 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 Götz. Thomas Götz 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.. (2023). Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis. Educational Psychology Review. 35(1). 21 indexed citations
2.
Edelsbrunner, Peter A., et al.. (2022). Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch: Zusammenhänge mit Berufsorientierungen. Zeitschrift für Erziehungswissenschaft. 25(2). 269–291. 2 indexed citations
3.
Götz, Thomas, et al.. (2020). The Differential Effects of Anger on Trust: A Cross-Cultural Comparison of the Effects of Gender and Social Distance. Frontiers in Psychology. 11. 597436–597436. 1 indexed citations
4.
Reichert, Carolin, Micheline Maire, Virginie Gabel, et al.. (2017). Cognitive brain responses during circadian wake-promotion: evidence for sleep-pressure-dependent hypothalamic activations. Scientific Reports. 7(1). 5620–5620. 17 indexed citations
5.
Hadar, Ravit, Lior Bikovski, María Luisa Soto‐Montenegro, et al.. (2017). Early neuromodulation prevents the development of brain and behavioral abnormalities in a rodent model of schizophrenia. Molecular Psychiatry. 23(4). 943–951. 39 indexed citations
6.
Frey, Sylvia R., Patrick M. Brunner, Thomas Götz, et al.. (2012). Young Women With Major Depression Live on Higher Homeostatic Sleep Pressure Than Healthy Controls. Chronobiology International. 29(3). 278–294. 29 indexed citations
7.
Zecharia, Anna, Xiao Yu, Thomas Götz, et al.. (2012). GABAergic Inhibition of Histaminergic Neurons Regulates Active Waking But Not the Sleep–Wake Switch or Propofol-Induced Loss of Consciousness. Journal of Neuroscience. 32(38). 13062–13075. 85 indexed citations
8.
Haag, Ludwig, et al.. (2011). Dösen bis zum Pausengong : Langeweile im Unterricht ; Ursachen und Regulationsstrategien von Schülerinnen und Schülern. KOPS (University of Konstanz). 34(4). 113–116. 2 indexed citations
9.
Götz, Thomas & Anne C. Frenzel. (2010). Über- und Unterforderungslangeweile im Mathematikunterricht. KOPS (University of Konstanz). 10 indexed citations
10.
Hall, Nathan C., Lauren Musu, Raymond P. Perry, Ulrike E. Nett, & Thomas Götz. (2010). Attributional Retraining and Self-Esteem : "Robin Hood" Effects on Academic Achievement. 2 indexed citations
11.
Götz, Thomas, et al.. (2010). Students' and Teachers' Perspectives on the Antecedents of Boredom : An Interview Study. 1 indexed citations
12.
Musu, Lauren, et al.. (2010). "Failure Makes Me Cautious" : Cognitions and Behavior Following Failure in Achievement Settings. Biochimica et Biophysica Acta. 1838(3). 988–93. 1 indexed citations
13.
Preckel, Franzis, Thomas Götz, & Anne C. Frenzel. (2010). Ability grouping of gifted students: Effects on academic self‐concept and boredom. British Journal of Educational Psychology. 80(3). 451–472. 120 indexed citations
14.
15.
Götz, Thomas, Anne C. Frenzel, & Ludwig Haag. (2006). Ursachen von Langweile im Unterricht. KOPS (University of Konstanz). 8 indexed citations
16.
Götz, Thomas. (2006). Selbstreguliertes Lernen : Förderung metakognitiver Kompetenzen im Unterricht der Sekundarstufe.
17.
Pekrun, Reinhard, et al.. (2005). Academic Emotions in Students' Self-Regulated Learning and Achievement : A Program of Quantitative and Qualitative Research. 93 indexed citations
18.
Götz, Thomas, et al.. (2005). Einsatz von Unterrichtsmethoden : Konstanz oder Wandel?. KOPS (University of Konstanz). 19 indexed citations
19.
Götz, Thomas, Gerhard Sandmann, & Susanne Römer. (2002). Expression of a bacterial carotene hydroxylase gene (crtZ) enhances UV tolerance in tobacco. Plant Molecular Biology. 50(1). 127–140. 73 indexed citations
20.
Götz, Thomas. (2001). Bürgertum und Liberalismus in Tirol 1840-1873 : zwischen Stadt und "Region", Staat und Nation. 1 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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