H-Index & Metrics Best Publications

H-Index & Metrics

Discipline name H-index Citations Publications World Ranking National Ranking
Social Sciences and Humanities D-index 54 Citations 12,835 146 World Ranking 923 National Ranking 24

Overview

What is he best known for?

The fields of study he is best known for:

  • Statistics
  • Cognition
  • Mathematics education

Olaf Köller mainly investigates Academic achievement, Self-concept, Mathematics education, Developmental psychology and Social psychology. His Academic achievement research is multidisciplinary, incorporating elements of Educational psychology, Big Five personality traits, Learning theory and Social comparison theory. Olaf Köller has included themes like Reciprocal, Personality Assessment Inventory, Achievement test and German in his Self-concept study.

The study incorporates disciplines such as Structural equation modeling, Multilevel model, Nested data and Subject in addition to Mathematics education. His study in Developmental psychology is interdisciplinary in nature, drawing from both Test, Longitudinal study, Cognitive development and Reading motivation, Reading. His Social psychology research incorporates elements of Comparative education, Social environment and Well-being.

His most cited work include:

  • Academic Self‐Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering (751 citations)
  • Does interest matter? The relationship between academic interest and achievement in mathematics (319 citations)
  • Classroom climate and contextual effects : conceptual and methodological issues in the evaluation of group-level effects (275 citations)

What are the main themes of his work throughout his whole career to date?

His primary areas of investigation include Political science, Mathematics education, Academic achievement, Humanities and Developmental psychology. Olaf Köller undertakes multidisciplinary studies into Political science and Gynecology in his work. His studies deal with areas such as Pedagogy, German, Structural equation modeling, Empirical research and Multilevel model as well as Mathematics education.

Olaf Köller combines subjects such as Self-concept, Social psychology, Social comparison theory and Standardized test with his study of Academic achievement. His study in Self-concept focuses on Big-fish–little-pond effect in particular. He works mostly in the field of Developmental psychology, limiting it down to topics relating to Test and, in certain cases, Cognition, as a part of the same area of interest.

He most often published in these fields:

  • Political science (25.00%)
  • Mathematics education (20.56%)
  • Academic achievement (15.73%)

What were the highlights of his more recent work (between 2018-2021)?

  • Political science (25.00%)
  • Academic achievement (15.73%)
  • Developmental psychology (12.50%)

In recent papers he was focusing on the following fields of study:

His primary scientific interests are in Political science, Academic achievement, Developmental psychology, Mathematics education and Test. His Academic achievement research incorporates elements of Sample, Openness to experience, Standardized test and German. He interconnects Expectancy theory, Achievement test and Educational psychology in the investigation of issues within Standardized test.

His study in the fields of Age differences and Early adolescence under the domain of Developmental psychology overlaps with other disciplines such as Differential and Perspective. His work on Test of English as a Foreign Language as part of his general Mathematics education study is frequently connected to Stress level, thereby bridging the divide between different branches of science. His Test research is multidisciplinary, incorporating perspectives in Target population, Econometrics, Educational measurement and Student assessment.

Between 2018 and 2021, his most popular works were:

  • Expectancy value interactions and academic achievement: Differential relationships with achievement measures (13 citations)
  • The relationship of personality traits and different measures of domain-specific achievement in upper secondary education (11 citations)
  • Automated Essay Scoring at Scale: A Case Study in Switzerland and Germany (9 citations)

In his most recent research, the most cited papers focused on:

  • Statistics
  • Cognition
  • Social science

Olaf Köller focuses on Academic achievement, Mathematics education, Political science, Competence and Developmental psychology. His study in Academic achievement is interdisciplinary in nature, drawing from both Goodness of fit, Empirical research, German and Subject. His German study integrates concerns from other disciplines, such as Sample, Private education and Mathematics instruction.

His Mathematics education study combines topics in areas such as Higher education and Standard-setting study. His work carried out in the field of Competence brings together such families of science as English as a foreign language, Content knowledge, Internal validity, Rubric and Student teacher. His studies in Developmental psychology integrate themes in fields like Expectancy theory, Final examination, Cognition and Standardized test.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Academic Self‐Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

Herbert W. Marsh;Ulrich Trautwein;Oliver Lüdtke;Olaf Köller.
Child Development (2005)

1419 Citations

TIMSS - Mathematisch-naturwissenschaftlicher Unterricht im internationalen Vergleich: Deskriptive Befunde

Jürgen Baumert;Rainer Lehmann;Manfred Lehrke;Bernd Schmitz.
(1997)

1239 Citations

Does interest matter? The relationship between academic interest and achievement in mathematics

Olaf Köller;Kai-Uwe Schnabel;Jürgen Baumert.
Journal for Research in Mathematics Education (2001)

676 Citations

PISA 2009. Bilanz nach einem Jahrzehnt

Eckhard Klieme;Cordula Artelt;Johannes Hartig;Nina Jude.
(2010)

577 Citations

Unterrichtsgestaltung, verständnisvolles Lernen und multiple Zielerreichung im Mathematik- und Physikunterricht der gymnasialen Oberstufe

Jürgen Baumert;Olaf Köller.
(2000)

569 Citations

Tracking, grading, and student motivation : Using group composition and status to predict self-concept and interest in ninth-grade mathematics

Ulrich Trautwein;Oliver Lüdtke;Herbert W. Marsh;Olaf Köller.
Journal of Educational Psychology (2006)

488 Citations

A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept

Jens Moller;Britta Pohlmann;Olaf Koller;Herbert Warren Marsh.
Review of Educational Research (2009)

482 Citations

Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.

Ulrich Trautwein;Oliver Lüdtke;Olaf Köller;Jürgen Baumert.
Journal of Personality and Social Psychology (2006)

474 Citations

The Relationship Between Homework and Achievement - Still Much of a Mystery

Ulrich Trautwein;Olaf Köller.
Educational Psychology Review (2003)

409 Citations

Classroom climate and contextual effects : conceptual and methodological issues in the evaluation of group-level effects

Herbert W. Marsh;Oliver Lüdtke;Benjamin Nagengast;Ulrich Trautwein.
Educational Psychologist (2012)

394 Citations

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Best Scientists Citing Olaf Köller

Ulrich Trautwein

Ulrich Trautwein

University of Tübingen

Publications: 159

Herbert W. Marsh

Herbert W. Marsh

Australian Catholic University

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Oliver Lüdtke

Oliver Lüdtke

Leibniz Association

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Jens Möller

Jens Möller

Kiel University

Publications: 80

Benjamin Nagengast

Benjamin Nagengast

University of Tübingen

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Mareike Kunter

Mareike Kunter

Goethe University Frankfurt

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Philip D. Parker

Philip D. Parker

Australian Catholic University

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Jacquelynne S. Eccles

Jacquelynne S. Eccles

University of California, Irvine

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Reinhard Pekrun

Reinhard Pekrun

Australian Catholic University

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Ricarda Steinmayr

Ricarda Steinmayr

TU Dortmund University

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Alexandre J. S. Morin

Alexandre J. S. Morin

Concordia University

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Thomas Goetz

University of Vienna

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Katariina Salmela-Aro

Katariina Salmela-Aro

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Rhonda Craven

Rhonda Craven

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