Katrin Rakoczy

Education · 2004–2017

A researcher in the Science corpus: 12 papers; trusts 51 researchers and is trusted by 4 researchers here, as inferred from the citation graph.

Subfields

• Education — 151 citations into it; #7,321 of 11,309 by trust here, #1,391 by citations
• Experimental and Cognitive Psychology — 142 citations into it; #6,598 of 9,731 by trust here, #3,388 by citations
• Social Psychology — 118 citations into it
• Developmental and Educational Psychology — 89 citations into it
• Statistics and Probability — 30 citations into it
• Applied Psychology — 18 citations into it
• Clinical Psychology — 17 citations into it
• Cognitive Neuroscience — 13 citations into it; #10,601 of 10,852 by trust here, #9,453 by citations

Whom Katrin Rakoczy trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Reinhard Pekrun
2. Richard M. Ryan
3. Edward L. Deci
4. Andreas Krapp
5. B. Zimmerman
6. S. Schukajlow
7. David P. MacKinnon
8. Thomas Goetz
9. Werner Blum
10. Suzanne Hidi

Who trusts Katrin Rakoczy overall

1. S. Schukajlow
2. Charlotte Dignath
3. Saskia Kistner
4. Kim Stroet
5. Reinhard Pekrun
6. Benjamin Fauth
7. M. Veenman

Papers from Katrin Rakoczy's perspective

Ordered by how strongly the researchers Katrin Rakoczy trusts endorse each paper. Same corpus, a different order for every researcher.

1. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (American Psychologist)
2. Attaining self-regulation: A social cognitive perspective.
3. Expectancy-Value Theory of Achievement Motivation. (Contemporary Educational Psychology)
4. The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior
5. Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
6. Missing data: our view of the state of the art. (Psychological methods)
7. Motivational beliefs, values, and goals. (Annual Review of Psychology)
8. Overview of self-determination theory: An organismic-dialectical perspective.
9. Missing Data in Educational Research: A Review of Reporting Practices and Suggestions for Improvement
10. Structural and Dynamic Aspects of Interest Development: Theoretical Considerations from an Ontogenetic Perspective.

Their papers

• Written feedback in mathematics: Mediated by students' perception, moderated by goal orientation (2013) — 127 citations
• Activating Positive Affective Experiences in the Classroom: "Nice to Have" or Something More?. (2011) — 82 citations
• Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017) — 202 citations
• The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? (2016) — 84 citations
• Effects of prompting multiple solutions for modelling problems on students’ performance (2015) — 98 citations
• Teaching learning strategies. The role of instructional context and teacher beliefs (2015) — 62 citations
• One lesson is all you need? Stability of instructional quality across lessons. (2014) — 280 citations
• The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness (2014) — 231 citations
• Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance (2010) — 383 citations
• Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean Theorem (2009) — 398 citations
• The interplay between student evaluation and instruction: Grading and feedback in mathematics classrooms. (2008) — 80 citations
• The portrayal of older people in prime time television series: the match with gerontological evidence (2004) — 147 citations