| Variables associated with achievement in higher education: A systematic review of meta-analyses M Schneider, F Preckel Psychological Bulletin, 2017 | 1557 | 2017 |
| An integrated theory of whole number and fractions development RS Siegler, CA Thompson, M Schneider Cognitive psychology, 2011 | 1032 | 2011 |
| Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: A meta‐analysis M Schneider, K Beeres, L Coban, S Merz, S Susan Schmidt, J Stricker, ... Developmental Science, 2016 | 840 | 2016 |
| Subjective well-being and academic achievement: A meta-analysis S Bücker, S Nuraydin, BA Simonsmeier, M Schneider, M Luhmann Journal of Research in Personality 74, 83-94, 2018 | 723 | 2018 |
| Developing conceptual and procedural knowledge of mathematics B Rittle-Johnson, M Schneider Oxford handbook of numerical cognition, 1102-1118, 2015 | 651 | 2015 |
| Not a one-way street: Bi-directional relations between procedural and conceptual knowledge of mathematics B Rittle-Johnson, M Schneider, JR Star Educational Psychology Review, 2015 | 465 | 2015 |
| Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. M Schneider, B Rittle-Johnson, JR Star Developmental psychology 47 (6), 1525, 2011 | 374 | 2011 |
| Representations of the magnitudes of fractions. M Schneider, RS Siegler Journal of Experimental Psychology: Human Perception and Performance 36 (5 …, 2010 | 352 | 2010 |
| Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents J Torbeyns, M Schneider, Z Xin, RS Siegler Learning and instruction 37, 5-13, 2015 | 323 | 2015 |
| Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis M Hickendorff, PA Edelsbrunner, J McMullen, M Schneider, K Trezise Learning and Individual Differences 66, 4-15, 2018 | 322 | 2018 |
| Mental number line, number line estimation, and mathematical achievement: their interrelations in grades 5 and 6. M Schneider, RH Grabner, J Paetsch Journal of Educational Psychology 101 (2), 359, 2009 | 308 | 2009 |
| The developmental relations between conceptual and procedural knowledge: A multimethod approach. M Schneider, E Stern Developmental psychology 46 (1), 178, 2010 | 296 | 2010 |
| Associations of number line estimation with mathematical competence: A meta‐analysis M Schneider, S Merz, J Stricker, B De Smedt, J Torbeyns, L Verschaffel, ... Child development 89 (5), 1467-1484, 2018 | 285 | 2018 |
| Domain-specific prior knowledge and learning: A meta-analysis BA Simonsmeier, M Flaig, A Deiglmayr, L Schalk, M Schneider Educational Psychologist 57, 31-54, 2022 | 216 | 2022 |
| The cognitive perspective on learning: Ten cornerstone findings M Schneider, E Stern The Nature of Learning: Using Research to Inspire Practice, 69-90, 2010 | 207 | 2010 |
| A validation of eye movements as a measure of elementary school children's developing number sense M Schneider, A Heine, V Thaler, J Torbeyns, B De Smedt, L Verschaffel, ... Cognitive Development 23 (3), 409-422, 2008 | 156 | 2008 |
| Peer feedback improves students’ academic self-concept in higher education BA Simonsmeier, H Peiffer, M Flaig, M Schneider Research in Higher Education 61, 706-724, 2020 | 133 | 2020 |
| Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe M Schneider, M Mustafić Springer, 2015 | 128* | 2015 |
| Electrical brain stimulation (tES) improves learning more than performance: A meta-analysis BA Simonsmeier, RH Grabner, J Hein, U Krenz, M Schneider Neuroscience & Biobehavioral Reviews 84, 171-181, 2018 | 125 | 2018 |
| Profiles of inconsistent knowledge in children's pathways of conceptual change M Schneider, I Hardy Developmental Psychology 49 (9), 1639-1649, 2013 | 110 | 2013 |
Johannes StrickerHeinrich-Heine-Universität Düsseldorfhhu.de의 이메일 확인됨
