World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
42
Citations
4823
World Ranking
7674
National Ranking
368

Markus Dresel 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 Markus Dresel 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: 141 publications — 44th percentile

44% of scientists in this discipline score the same or lower.

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

Markus Dresel 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 Markus Dresel 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: 42 D-Index — 36th percentile

36% of scientists in this discipline score the same or lower.

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

Overview

Markus Dresel is affiliated with the University of Augsburg in Germany. Their research primarily spans the fields of psychology and social sciences, with a strong focus on social psychology, education, and experimental and cognitive psychology.

Their scholarly work covers various topics, including:

  • Motivation and Self-Concept in Sports
  • Education, Achievement, and Giftedness
  • Perfectionism, Procrastination, Anxiety Studies
  • Innovative Teaching and Learning Methods
  • Student Assessment and Feedback
  • Evaluation of Teaching Practices
  • Teacher Professional Development and Motivation

Dresel has contributed to multiple articles published in prominent academic venues, such as:

  • British Journal of Educational Psychology
  • Learning and Instruction
  • Contemporary Educational Psychology
  • Social Psychology of Education
  • European Journal of Psychology of Education

Recent research papers include:

  • "Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality" (2021) in Computers in Human Behavior
  • "Using natural language processing to support peer-feedback in the age of artificial intelligence: A cross-disciplinary framework and a research agenda" (2023) in British Journal of Educational Technology
  • "Student dropout at university: a phase-orientated view on quitting studies and changing majors" (2021) in European Journal of Psychology of Education
  • "Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences" (2021) in Learning and Instruction
  • "Academics' motivations in professional training courses: effects on learning engagement and learning gains" (2020) in The International Journal for Academic Development

Frequent coauthors of Markus Dresel include:

  • Martin Daumiller
  • Oliver Dickhäuser
  • Stefan Janke
  • Raven Rinas
  • Lisa Bäulke

Best Publications

  • Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality

    Martin Daumiller;Raven Rinas;Julia Hein;Stefan Janke

  • Rethinking Teachers' Goal Orientations: Conceptual and Methodological Enhancements.

    Sebastian Nitsche;Oliver Dickhäuser;Michaela S. Fasching;Markus Dresel

  • Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate☆

    Gabriele Steuer;Gisela Rosentritt-Brunn;Markus Dresel

  • Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds

    Anita Tobisch;Markus Dresel

  • A Computer-Based Approach to Fostering Motivation and Self-Regulated Learning

    Markus Dresel;Marion Haugwitz

  • Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews

    Markus Dresel;Bernhard Schmitz;Barbara Schober;Christine Spiel

  • University Instructors' Achievement Goals for Teaching.

    Martin Daumiller;Oliver Dickhäuser;Markus Dresel

  • Learning from errors: A model of individual processes

    Maria Tulis;Gabriele Steuer;Markus Dresel

  • The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender

    Markus Dresel;Marion Haugwitz

  • Longitudinal relations between teaching-related motivations and student-reported teaching quality

    Anna-Katharina Praetorius;Fani Lauermann;Robert M. Klassen;Oliver Dickhäuser

  • Langfristige Förderung von Fähigkeitsselbstkonzept und impliziter Fähigkeitstheorie durch computerbasiertes attributionales Feedback

    Markus Dresel;Albert Ziegler

  • Teachers' professional goal orientations: Importance for further training and sick leave

    Sebastian Nitsche;Oliver Dickhäuser;Michaela S. Fasching;Markus Dresel

  • Motivationsförderung im schulischen Kontext

    Markus Dresel

  • Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation

    Markus Dresel;Michaela S. Fasching;Gabriele Steuer;Sebastian Nitsche

  • Student dropout at university: a phase-orientated view on quitting studies and changing majors

    Lisa Bäulke;Carola Grunschel;Markus Dresel

  • Supporting Self-Regulated Learning With Digital Media Using Motivational Regulation and Metacognitive Prompts

    Martin Daumiller;Markus Dresel

  • Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students

    Anna-Katharina Praetorius;Valérie-Danielle Berner;Horst Zeinz;Annette Scheunpflug

  • Addressees of Performance Goals.

    Albert Ziegler;Markus Dresel;Heidrun Stoeger

  • Interrelations between motivational regulation, procrastination and college dropout intentions

    Lisa Bäulke;Nicole Eckerlein;Markus Dresel

  • Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences

    Martin Daumiller;Stefan Janke;Julia Hein;Raven Rinas

  • Goal orientations of teacher trainees: Longitudinal analysis of magnitude, change and relevance

    Michaela S. Fasching;Markus Dresel;Oliver Dickhäuser;Sebastian Nitsche

  • Changes in Achievement Motivation among University Freshmen.

    Markus Dresel;Robert Grassinger

  • Positive Beliefs about Errors as an Important Element of Adaptive Individual Dealing with Errors during Academic Learning.

    Maria Tulis;Gabriele Steuer;Markus Dresel

Frequent Co-Authors

Oliver Dickhäuser
Oliver Dickhäuser University of Mannheim
Christiane Spiel
Christiane Spiel University of Vienna
Detlev Leutner
Detlev Leutner University of Duisburg-Essen
Heidrun Stoeger
Heidrun Stoeger University of Regensburg
Frank Fischer
Frank Fischer Ludwig-Maximilians-Universität München
Armin Weinberger
Armin Weinberger Saarland University
Martin Valcke
Martin Valcke Ghent University
Anique B. H. de Bruin
Anique B. H. de Bruin Maastricht University
Edgar Erdfelder
Edgar Erdfelder University of Mannheim
Robert M. Klassen
Robert M. Klassen University of York

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