| Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing M Händel, B Harder, M Dresel Learning and Instruction 65, 101245, 2020 | 54 | 2020 |
| Gifted education in German-speaking Europe A Ziegler, H Stoeger, B Harder, DP Balestrini Journal for the Education of the Gifted 36 (3), 384-411, 2013 | 41 | 2013 |
| Conceptions of giftedness and expertise put to the empirical test B Harder, W Vialle, A Ziegler High Ability Studies 25 (2), 83-120, 2014 | 33 | 2014 |
| Gender differences in mathematics and science: The role of the actiotope in determining individuals’ achievements and confidence in their own abilities A Ziegler, H Stoeger, B Harder, K Park, Š Portešová, M Porath High Ability Studies 25 (1), 35-51, 2014 | 30 | 2014 |
| The relationship between intelligence and the preference for self-regulated learning: A longitudinal study with fourth-graders C Sontag, H Stoeger, B Harder Talent Development & Excellence 4 (1), 1-22, 2012 | 23 | 2012 |
| Diagnosing resources for effective learning via teacher and parent checklists B Harder, S Trottler, W Vialle, A Ziegler | 21 | 2015 |
| Does fluid intelligence facilitate the learning of English as a foreign language?—A longitudinal latent growth curve analysis T Debatin, B Harder, A Ziegler Learning and Individual Differences 70, 121-129, 2019 | 15 | 2019 |
| Twice exceptional–in zweifacher Hinsicht außergewöhnlich: Hochbegabte mit Lern-, Aufmerksamkeits-, Wahrnehmungsstörungen oder Autismus B Harder Heilpädagogik online 2 (09), 2009 | 15 | 2009 |
| Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy N Naujoks, B Harder, M Händel Metacognition and Learning 17 (2), 479-498, 2022 | 14 | 2022 |
| Intelligence, educational and learning capital, and domain impact level of activities as predictors of school achievement B Harder, C O’Reilly, T Debatin Journal for the Education of the Gifted 41 (4), 327-347, 2018 | 13 | 2018 |
| Equity gaps in education: Nine points toward more transparency A Ziegler, CC Kuo, SP Eu, M Gläser-Zikuda, M Nuñez, HP Yu, B Harder Education Sciences 11 (11), 711, 2021 | 12 | 2021 |
| Das Beratungskonzept der Landesweiten Beratungs-und Forschungsstelle für Hochbegabung [The counseling concept of the state-wide counseling and research center for giftedness] A Ziegler, R Grassinger, H Stoeger, B Harder Konzepte der Hochbegabungsberatung in der Praxis, 247-269, 2012 | 12 | 2012 |
| Modelle zur Erklärung von Leistungsexzellenz im theoretischen und empirischen Vergleich B Harder LIT Verlag Münster, 2012 | 12 | 2012 |
| Die Entwicklung der Nürnberger Bildungs-und Lernkapital Checkliste (NBLC)[The development of the Nuremberg Checklist for Educational and Learning Capital] B Harder, S Trottler, A Ziegler Journal für Begabtenförderung 13 (2), 37-47, 2013 | 9 | 2013 |
| The current need for a system–theoretical background in counseling the gifted B Harder High Ability Studies 23 (1), 69-71, 2012 | 9 | 2012 |
| Konzepte der Hochbegabtenberatung in der Praxis A Ziegler LIT Verlag Münster, 2012 | 8 | 2012 |
| Begabungs‐, Expertise‐und Innovationsforschung A Ziegler, R Grassinger, B Harder News&science 20 3, 34-39, 2008 | 7 | 2008 |
| The significance of learning contexts in talent development A Ziegler, EL Grigorenko, B Harder High Ability Studies 25 (1), 1-3, 2014 | 6 | 2014 |
| Konzepte der Hochbegabungsberatung in der Praxis [Conceptions of counseling the gifted put into practice] A Ziegler, R Grassinger, B Harder Muenster, Germany: LIT, 2012 | 6 | 2012 |
| An empirical validation of the Actiotope Model of Giftedness B Harder Talent development and excellence, 31-42, 2012 | 5 | 2012 |
