| Antecedents of everyday positive emotions: An experience sampling analysis T Goetz, AC Frenzel, H Stoeger, NC Hall Motivation and Emotion 34, 49-62, 2010 | 326 | 2010 |
| Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders H Stoeger, A Ziegler Metacognition and Learning 3, 207-230, 2008 | 266 | 2008 |
| The effectiveness of a one-year online mentoring program for girls in STEM H Stoeger, X Duan, S Schirner, T Greindl, A Ziegler Computers & Education 69, 408-418, 2013 | 181 | 2013 |
| Evaluation of an Elementary Classroom Self-Regulated Learning Program for Gifted Mathematics Underachievers. H Stoeger, A Ziegler International Education Journal 6 (2), 261-271, 2005 | 125 | 2005 |
| The role of emotions, motivation, and learning behavior in underachievement and results of an intervention S Obergriesser, H Stoeger High Ability Studies 26 (1), 167-190, 2015 | 121 | 2015 |
| The history of giftedness research H Stoeger International handbook on giftedness, 17-38, 2009 | 117 | 2009 |
| Do fine motor skills contribute to early reading development? S Suggate, E Pufke, H Stoeger Journal of Research in Reading 41 (1), 1-19, 2018 | 108 | 2018 |
| Online mentoring as an extracurricular measure to encourage talented girls in STEM (science, technology, engineering, and mathematics): An empirical study of one-on-one versus … H Stoeger, M Hopp, A Ziegler Gifted Child Quarterly 61 (3), 239-249, 2017 | 108 | 2017 |
| Systemic gifted education: A theoretical introduction A Ziegler, H Stoeger Gifted Child Quarterly 61 (3), 183-193, 2017 | 102 | 2017 |
| Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies–How do they affect one another? S Obergriesser, H Stoeger Learning and Instruction 66, 101285, 2020 | 101 | 2020 |
| Children’s fine motor skills in kindergarten predict reading in grade 1 S Suggate, E Pufke, H Stoeger Early childhood research quarterly 47, 248-258, 2019 | 98 | 2019 |
| Giftedness and gifted education: The need for a paradigm change A Ziegler, H Stoeger, W Vialle Gifted Child Quarterly 56 (4), 194-197, 2012 | 96 | 2012 |
| Exogenous and endogenous learning resources in the Actiotope Model of Giftedness and its significance for gifted education A Ziegler, KL Chandler, W Vialle, H Stoeger Journal for the Education of the Gifted 40 (4), 310-333, 2017 | 94 | 2017 |
| Identification based on ENTER within the conceptual frame of the actiotope model of giftedness A Ziegler, H Stöger Psychology Science 46 (3), 324-341, 2004 | 84 | 2004 |
| Mentoring: theoretische Hintergründe, empirische Befunde und praktische Anwendungen H Stöger Pabst Science Publ., 2009 | 83 | 2009 |
| Addressees of performance goals. A Ziegler, M Dresel, H Stoeger Journal of Educational Psychology 100 (3), 643, 2008 | 82 | 2008 |
| Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. H Stoeger, C Sontag, A Ziegler Journal of Educational Psychology 106 (3), 799, 2014 | 79 | 2014 |
| Research on a modified framework of implicit personality theories A Ziegler, H Stoeger Learning and individual Differences 20 (4), 318-326, 2010 | 79 | 2010 |
| Self-regulated learning (SRL) and the gifted learner in primary school: The theoretical basis and empirical findings on a research program dedicated to ensuring that all … H Stoeger, S Fleischmann, S Obergriesser Asia Pacific Education Review 16, 257-267, 2015 | 78 | 2015 |
| Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context? C Sontag, H Stoeger Learning and Individual Differences 41, 43-53, 2015 | 75 | 2015 |
