| The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction T Gnambs, B Hanfstingl Educational Psychology 36 (9), 1691-1705, 2016 | 363 | 2016 |
| Skalen zur motivationalen Regulation beim Lernen von Schülerinnen und Schülern FH Müller, B Hanfstingl, I Andreitz Adaptierte und ergänzte Version des Academic 242, 2007 | 175 | 2007 |
| Prognose der Bewährung im Lehrerstudium und im Lehrerberuf B Hanfstingl, J Mayr na, 2007 | 96 | 2007 |
| Comparing variation theory with Piaget’s theory of cognitive development: more similarities than differences? B Hanfstingl, G Benke, Y Zhang Educational Action Research 27 (4), 511-526, 2019 | 89 | 2019 |
| Are self-regulation and self-control mediators between psychological basic needs and intrinsic teacher motivation? B Hanfstingl, I Andreitz, FH Müller, A Thomas Journal for educational research online 2 (2), 55-71, 2010 | 77 | 2010 |
| Ego and spiritual transcendence: relevance to psychological resilience and the role of age B Hanfstingl Evidence‐Based Complementary and Alternative Medicine 2013 (1), 949838, 2013 | 63 | 2013 |
| Assimilation and accommodation B Hanfstingl, A Arzenšek, J Apschner, KI Gölly European Psychologist, 2021 | 57 | 2021 |
| Bedingungen und Auswirkungen selbstbestimmter Lehrermotivation FH Müller, B Hanfstingl, I Andreitz na, 2009 | 43 | 2009 |
| 16 Persönlichkeitsansatz in der Lehrerinnen-und Lehrerbildung J Mayr, B Hanfstingl, GH Neuweg | 40 | 2020 |
| A differential item functioning analysis of the German academic self-regulation questionnaire for adolescents T Gnambs, B Hanfstingl European Journal of Psychological Assessment, 2014 | 38 | 2014 |
| The Dimensionality of the Brief COPE before and during the COVID-19 Pandemic B Hanfstingl, T Gnambs, C Fazekas, KI Gölly, F Matzer, M Tikvić Assessment 30 (2), 287-301, 2023 | 32 | 2023 |
| Insights into scaling up a nationwide learning and teaching initiative on various levels K Krainer, S Zehetmeier, B Hanfstingl, F Rauch, T Tscheinig Educational Studies in Mathematics 102, 395-415, 2019 | 28 | 2019 |
| Pädagogische Professionalität als Gegenstand empirischer Forschung EM Lankes Waxmann Verlag, 2008 | 28 | 2008 |
| Lesson study, learning study and action research: are there more differences than a discussion about terms and schools? B Hanfstingl, F Rauch, S Zehetmeier Educational Action Research 27 (4), 455-459, 2019 | 26 | 2019 |
| Should we say goodbye to latent constructs to overcome replication crisis or should we take into account epistemological considerations? B Hanfstingl Frontiers in psychology 10, 1949, 2019 | 19 | 2019 |
| Jugendliche in der Provinz: ihre Sozialräume, Probleme und Interessen als Herausforderung an die soziale Arbeit M May Verlag Barbara Budrich, 2011 | 19 | 2011 |
| Die Fachdidaktiken und ihr Beitrag zur Qualitätsentwicklung des Unterrichts K Krainer, B Hanfstingl, T Hellmuth, M Hopf, A Lembens, GH Neuweg, ... Nationaler Bildungsbericht Österreich 2, 143-187, 2012 | 16 | 2012 |
| Teacher motivation [Special issue editorial] FH Müller, B Hanfstingl Journal of Educational Research Online 2 (2), 5-8, 2010 | 14 | 2010 |
| Eine interessentheoretische und differentialpsychologische Betrachtung der Entwicklung von berufsspezifischem Interesse bei Lehrer/innen B Hanfstingl Pädagogische Professionalität als Gegenstand empirischer Forschung, 123-136, 2008 | 13 | 2008 |
| Continuing professional development designed as second-order action research: Work-in-progress B Hanfstingl, G Abuja, G Isak, C Lechner, E Steigberger Educational Action Research 28 (1), 71-82, 2020 | 12 | 2020 |
Timo GnambsLeibniz Institute for Educational Trajectories, GermanyVerified email at gnambs.at
