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D-Index & Metrics

Social Sciences and Humanities

D-Index
71
Citations
33349
World Ranking
712
National Ranking
22

Overview

Mareike Kunter is affiliated with Goethe University Frankfurt in Germany, focusing primarily on research within Social Sciences and Psychology. Their work is concentrated in several subfields, notably Education, Sociology and Political Science, Social Psychology, Developmental and Educational Psychology, and Clinical Psychology.

Their research addresses various topics with particular emphasis on Teacher Professional Development and Motivation, Teacher Education and Leadership Studies, and Education Methods and Technologies. Additional areas of interest include Sociology and Education Studies, Motivation and Self-Concept in Sports, Early Childhood Education and Development, and Collaborative Teaching and Inclusion.

The scientist has published extensively in several academic venues. Frequent publication venues include:

  • Frontiers in Education
  • Teaching and Teacher Education
  • Unterrichtswissenschaft
  • Zeitschrift für Pädagogische Psychologie
  • British Journal of Educational Psychology

Mareike Kunter has collaborated regularly with several co-authors, including:

  • Franziska Baier-Mosch
  • Charlotte Dignath
  • Lukas Begrich
  • Benjamin Fauth
  • Thamar Voss

Recent papers authored by or involving Mareike Kunter cover diverse aspects of educational psychology and teacher development. Notable publications include:

  • "Teachers' Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study," 2022, Educational Psychology Review
  • "Die Bedeutung des pädagogisch-psychologischen Wissens von angehenden Lehrkräften für die Unterrichtsqualität," 2020, peDOCS
  • "Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being," 2021, Teaching and Teacher Education
  • "Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)," 2020, Studies In Educational Evaluation
  • "Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung. Eine Kurzdarstellung des BilWiss-Projekts," 2020, peDOCS

Their research output includes a balanced mix of meta-analytical studies, empirical investigations, and instrument construction to assess educational competencies. This demonstrates a comprehensive approach to understanding factors influencing teacher quality, professional knowledge, and occupational well-being in educational contexts.

Best Publications

  • Professionelle Kompetenz von Lehrkräften

    Jürgen Baumert;Mareike Kunter

  • Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress:

    Jürgen Baumert;Mareike Kunter;Werner Blum;Martin Brunner

  • Professional Competence of Teachers: Effects on Instructional Quality and Student Development

    Mareike Kunter;Uta Klusmann;Jürgen Baumert;Dirk Richter

  • Stichwort : Professionelle Kompetenz von Lehrkräften

    Jürgen Baumert;Mareike Kunter

  • Professionelle Kompetenz von Lehrkräften : Ergebnisse des Forschungsprogramms COACTIV

    Mareike Kunter;Jürgen Baumert;Werner Blum;Uta Klusmann

  • How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis.

    Doris Holzberger;Anja Philipp;Mareike Kunter

  • Motivations for choosing teaching as a career : An international comparison using the FIT-Choice scale

    Helen Margaret Gilchrist Watt;Paul William Richardson;Uta Klusmann;Mareike Kunter

  • Teachers’ Content Knowledge and Pedagogical Content Knowledge The Role of Structural Differences in Teacher Education

    Thilo Kleickmann;Dirk Richter;Mareike Kunter;Jürgen Elsner

  • Das Kompetenzmodell von COACTIV

    Jürgen Baumert;Mareike Kunter

  • Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers.

    Stefan Krauss;Martin Brunner;Mareike Kunter;Jürgen Baumert

  • Professional Development Across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities

    Dirk Richter;Mareike Kunter;Uta Klusmann;Oliver Lüdtke

  • Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns

    Uta Klusmann;Mareike Kunter;Ulrich Trautwein;Oliver Lüdtke

  • Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

    Mareike Kunter;Yi-Miau Tsai;Uta Klusmann;Martin Brunner

  • Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling

    Oliver Lüdtke;Alexander Robitzsch;Ulrich Trautwein;Mareike Kunter

  • What makes lessons interesting?: The role of situational and individual factors in three school subjects

    Yi-Miau Tsai;Mareike Kunter;Oliver Ludtke;Ulrich Trautwein

  • Effective Classroom Management and the Development of Subject-Related Interest.

    Mareike Kunter;Jürgen Baumert;Olaf Köller

  • Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.

    Theresa Dicke;Phillip David Parker;Herbert Warren Marsh;Mareike Kunter

  • Who is the expert? Construct and criteria validity of student and teacher ratings of instruction

    Mareike Kunter;Jürgen Baumert

  • The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality

    Benjamin Fauth;Jasmin Decristan;Anna-Theresia Decker;Gerhard Büttner

  • Assessing Teacher Candidates' General Pedagogical/Psychological Knowledge: Test Construction and Validation.

    Thamar Voss;Mareike Kunter;Jürgen Baumert

  • How different mentoring approaches affect beginning teachers' development in the first years of practice

    Dirk Richter;Dirk Richter;Mareike Kunter;Mareike Kunter;Oliver Lüdtke;Uta Klusmann;Uta Klusmann

  • The COACTIV Model of Teachers’ Professional Competence

    Jürgen Baumert;Mareike Kunter

  • Engagement and emotional exhaustion in teachers: Does the school context make a difference?

    Uta Klusmann;Mareike Kunter;Ulrich Trautwein;Oliver Lüdtke

  • PROFESSIONAL DEVELOPMENT ACROSS THE TEACHING CAREER: TEACHERS' UPTAKE OF FORMAL AND INFORMAL LEARNING

    Dirk Richter;Mareike Kunter;Uta Klusmann;Oliver Lüdtke

Frequent Co-Authors

Oliver Lüdtke
Oliver Lüdtke Leibniz Institute for Science and Mathematics Education
Ulrich Trautwein
Ulrich Trautwein University of Tübingen
Detlev Leutner
Detlev Leutner University of Duisburg-Essen
Tina Seidel
Tina Seidel Technical University of Munich
Eckhard Klieme
Eckhard Klieme Leibniz Association
Jens Möller
Jens Möller Kiel University
Olaf Köller
Olaf Köller Leibniz Association
Richard M. Ryan
Richard M. Ryan Australian Catholic University
Wolfgang Schneider
Wolfgang Schneider University of Würzburg
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University

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