World's Best Scientists 2026 revealed!
Christiane Spiel

Christiane Spiel

D-Index & Metrics

Psychology

D-Index
47
Citations
7108
World Ranking
6249
National Ranking
29

Christiane Spiel publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Christiane Spiel sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 181 publications — 63rd percentile

63% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Christiane Spiel D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Christiane Spiel sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 47 D-Index — 47th percentile

47% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Christiane Spiel is affiliated with the University of Vienna in Austria. Their research primarily spans the fields of Psychology and Social Sciences, with significant contributions to Social Psychology, Sociology and Political Science, Clinical Psychology, Education, and Gender Studies.

Their work frequently addresses topics such as Motivation and Self-Concept in Sports, Impact of Technology on Adolescents, COVID-19 and Mental Health, Sociology and Education Studies, Education Methods and Technologies, Perfectionism, Procrastination, Anxiety Studies, and Bullying, Victimization, and Aggression.

Christiane Spiel has coauthored extensively with several researchers, including Barbara Schober, Julia Holzer, Selma Korlat, Marko Lüftenegger, and Elisabeth Pelikan.

Publication venues where Spiel has a notable presence include Frontiers in Psychology, PLoS ONE, Zeitschrift für Psychologie, Zeitschrift für Erziehungswissenschaft, and Scholarworks at the University of Massachusetts Amherst.

Recent papers from Spiel's collaborations highlight the focus on educational and psychological impacts during the COVID-19 pandemic:

  • Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence, 2021, Zeitschrift für Erziehungswissenschaft
  • Higher Education in Times of COVID-19: University Students' Basic Need Satisfaction, Self-Regulated Learning, and Well-Being, 2021, AERA Open
  • Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support, 2021, Frontiers in Psychology
  • Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study, 2021, PLoS ONE
  • Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation, 2021, PLoS ONE

Best Publications

  • Traditional Bullying and Cyberbullying Identification of Risk Groups for Adjustment Problems

    Petra Gradinger;Dagmar Strohmeier;Christiane Spiel

  • Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils?

    Marko Lüftenegger;Barbara Schober;Rens van de Schoot;Petra Wagner

  • Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence.

    Elisabeth Rosa Pelikan;Marko Lüftenegger;Julia Holzer;Selma Korlat

  • Gender stereotypes in education: Development, consequences, and interventions

    Marlene Kollmayer;Barbara Schober;Christiane Spiel

  • Definition and Measurement of Cyberbullying

    Petra Gradinger;Dagmar Strohmeier;Christiane Spiel

  • Evaluation of competence-based teaching in higher education: From theory to practice.

    Evelyn Bergsmann;Evelyn Bergsmann;Marie-Therese Schultes;Petra Winter;Barbara Schober

  • Diagnostic competence of teachers: A process model that accounts for diagnosing learning behavior tested by means of a case scenario

    Julia Klug;Simone Bruder;Augustin Kelava;Christiane Spiel

  • Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being:

    Julia Holzer;Marko Lüftenegger;Selma Korlat;Elisabeth Pelikan

  • Prevention of Cyberbullying and Cyber Victimization: Evaluation of the ViSC Social Competence Program.

    Petra Gradinger;Takuya Yanagida;Dagmar Strohmeier;Christiane Spiel

  • Fostering Lifelong Learning--Evaluation of a Teacher Education Program for Professional Teachers.

    Monika Finsterwald;Petra Wagner;Barbara Schober;Marko Lüftenegger

  • Immigrant Children in Austria: Aggressive Behavior and Friendship Patterns in Multicultural School Classes

    Dagmar Strohmeier;Christiane Spiel

  • Time students spend working at home for school

    Petra Wagner;Barbara Schober;Christiane Spiel

  • Promotion of students' mastery goal orientations : does TARGET work?

    Marko Lüftenegger;Rens van de Schoot;Barbara Schober;Monika Finsterwald

  • Parents' Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics.

    Marlene Kollmayer;Marie Therese Schultes;Barbara Schober;Tanja Hodosi

  • Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

    Selma Korlat;Marlene Kollmayer;Julia Holzer;Marko Lüftenegger

  • Cyber-Victimisation: The Association Between Help-Seeking Behaviours and Self-Reported Emotional Symptoms in Australia and Austria

    Julian J Dooley;Petra Gradinger;Dagmar Strohmeier;Donna Cross

  • Peer Mentoring Styles and Their Contribution to Academic Success Among Mentees: A Person-Oriented Study in Higher Education

    Birgit Leidenfrost;Barbara Strassnig;Alfred Schabmann;Christiane Spiel

  • Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber‐victimization: Class and individual level moderators

    Petra Gradinger;Takuya Yanagida;Dagmar Strohmeier;Christiane Spiel

  • Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study.

    Elisabeth R Pelikan;Selma Korlat;Julia Reiter;Julia Holzer

  • When Will They Blow My Cover?: The Impostor Phenomenon Among Austrian Doctoral Students

    Gregor Jöstl;Evelyn Bergsmann;Marko Lüftenegger;Barbara Schober

  • The relevance of the school class as social unit for the prevalence of bullying and victimization

    Moira Atria;Dagmar Strohmeier;Christiane Spiel

  • Configural Frequency Analysis in Applied Psychological Research

    Alexander von Eye;Christiane Spiel;Phillip K. Wood

Frequent Co-Authors

Dagmar Strohmeier
Dagmar Strohmeier University of Applied Sciences Upper Austria
Alexander von Eye
Alexander von Eye Michigan State University
Rens van de Schoot
Rens van de Schoot Utrecht University
Markus Dresel
Markus Dresel University of Augsburg
Veronika Somoza
Veronika Somoza University of Vienna
Friedrich Lösel
Friedrich Lösel University of Erlangen-Nuremberg
Katariina Salmela-Aro
Katariina Salmela-Aro University of Helsinki
Michelle F. Wright
Michelle F. Wright Indiana State University
Phillip K. Wood
Phillip K. Wood University of Missouri
Franz Petermann
Franz Petermann University of Bremen

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