| Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout F Lauermann, J König Learning and Instruction 45, 9-19, 2016 | 569 | 2016 |
| Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors. F Lauermann, YM Tsai, JS Eccles Developmental psychology 53 (8), 1540, 2017 | 314 | 2017 |
| Taking teacher responsibility into account (ability): Explicating its multiple components and theoretical status F Lauermann, SA Karabenick Educational psychologist 46 (2), 122-140, 2011 | 243 | 2011 |
| The meaning and measure of teachers' sense of responsibility for educational outcomes F Lauermann, SA Karabenick Teaching and teacher education 30, 13-26, 2013 | 221 | 2013 |
| Teacher responsibility from the teacher's perspective F Lauermann International Journal of Educational Research 65, 75-89, 2014 | 149 | 2014 |
| Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement F Lauermann, JL Berger Learning and Instruction 76, 101441, 2021 | 148 | 2021 |
| Longitudinal relations between teaching-related motivations and student-reported teaching quality AK Praetorius, F Lauermann, RM Klassen, O Dickhäuser, S Janke, ... Teaching and teacher education 65, 241-254, 2017 | 144 | 2017 |
| Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing MC Matteucci, D Guglielmi, F Lauermann Social Psychology of Education 20, 275-298, 2017 | 140 | 2017 |
| Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes F Lauermann, I ten Hagen Educational psychologist 56 (4), 265-282, 2021 | 108 | 2021 |
| Academic identity formation and motivation among ethnic minority adolescents: The role of the “self” between internal and external perceptions of identity JS Matthews, M Banerjee, F Lauermann Child development 85 (6), 2355-2373, 2014 | 103 | 2014 |
| Cross‐domain trajectories of students’ ability self‐concepts and intrinsic values in math and language arts H Gaspard, F Lauermann, N Rose, A Wigfield, JS Eccles Child Development 91 (5), 1800-1818, 2020 | 81 | 2020 |
| Cultural beliefs and instructional intentions: Do experiences in teacher education institutions matter? R Kumar, F Lauermann American Educational Research Journal 55 (3), 419-452, 2018 | 75 | 2018 |
| Gendered paths into STEM-related and language-related careers: Girls’ and boys’ motivational beliefs and career plans in math and language arts R Lazarides, F Lauermann Frontiers in Psychology 10, 1243, 2019 | 65 | 2019 |
| Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter. DK Benden, F Lauermann Journal of Educational Psychology 114 (5), 1062, 2022 | 63 | 2022 |
| Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. F Lauermann, A Meißner, R Steinmayr Journal of Educational Psychology 112 (2), 364, 2020 | 62 | 2020 |
| Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. M Schwinger, M Trautner, N Pütz, S Fabianek, G Lemmer, F Lauermann, ... Journal of Educational Psychology 114 (3), 576, 2022 | 57 | 2022 |
| Differential effects of adolescents’ expectancy and value beliefs about math and English on math/science-related and human services-related career plans F Lauermann, A Chow, JS Eccles International Journal of Gender, Science and Technology 7 (2), 205-228, 2015 | 54 | 2015 |
| Teacher motivation, responsibility, pedagogical knowledge and professionalism: A new era for research F Lauermann OECD, 2017 | 51 | 2017 |
| The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes F Lauermann, R Butler Educational Psychologist 56 (4), 243-249, 2021 | 50 | 2021 |
| When do students begin to think that one has to be either a “math person” or a “language person”? A meta-analytic review. S Wan, F Lauermann, DH Bailey, JS Eccles Psychological Bulletin 147 (9), 867, 2021 | 45 | 2021 |
