| The importance of students’ motivation for their academic achievement–replicating and extending previous findings R Steinmayr, AF Weidinger, M Schwinger, B Spinath Frontiers in psychology 10, 464340, 2019 | 411 | 2019 |
| How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence M Schwinger, R Steinmayr, B Spinath Learning and individual differences 19 (4), 621-627, 2009 | 310 | 2009 |
| Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being C Grunschel, M Schwinger, R Steinmayr, S Fries Learning and individual differences 49, 162-170, 2016 | 292 | 2016 |
| Academic self-handicapping and achievement: A meta-analysis. M Schwinger, L Wirthwein, G Lemmer, R Steinmayr Journal of educational psychology 106 (3), 744, 2014 | 249 | 2014 |
| Effects of motivational regulation on effort and achievement: A mediation model M Schwinger, J Stiensmeier-Pelster International Journal of Educational Research 56, 35-47, 2012 | 183 | 2012 |
| Not all roads lead to Rome—Comparing different types of motivational regulation profiles M Schwinger, R Steinmayr, B Spinath Learning and Individual Differences 22 (3), 269-279, 2012 | 169 | 2012 |
| Prevalence, stability, and functionality of achievement goal profiles in mathematics from third to seventh grade M Schwinger, E Wild Contemporary Educational Psychology 37 (1), 1-13, 2012 | 106 | 2012 |
| Which one works best? Considering the relative importance of motivational regulation strategies M Schwinger, N Otterpohl Learning and individual differences 53, 122-132, 2017 | 101 | 2017 |
| Strategien zur Motivationsregulation und ihre Erfassung M Schwinger, T von der Laden, B Spinath Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 39 (2 …, 2007 | 99 | 2007 |
| Erfassung von achtsamkeit mit der deutschen version des five facet mindfulness questionnaires (FFMQ-D) J Michalak, G Zarbock, M Drews, D Otto, D Mertens, G Ströhle, ... Zeitschrift für Gesundheitspsychologie, 2016 | 95 | 2016 |
| Prevention of self-handicapping—The protective function of mastery goals M Schwinger, J Stiensmeier-Pelster Learning and Individual Differences 21 (6), 699-709, 2011 | 95 | 2011 |
| Performance‐approach and performance‐avoidance classroom goals and the adoption of personal achievement goals M Schwinger, J Stiensmeier‐Pelster British Journal of Educational Psychology 81 (4), 680-699, 2011 | 93 | 2011 |
| Schülerinnen und Schüler mit dem Förderschwerpunkt Lernen in inklusiven und exklusiven Förderarrangements: Erste Befunde des BiLieF-Projektes zu Leistung, sozialer Integration … E Wild, M Schwinger, B Lütje-Klose, S Yotyodying, J Gorges, ... Unterrichtswissenschaft (Julius Beltz GmbH & Co. KG Beltz Juventa) 43 (1), 2015 | 79 | 2015 |
| Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories M Schwinger, R Steinmayr, B Spinath Contemporary educational psychology 46, 164-179, 2016 | 76 | 2016 |
| Psychological impact of corona lockdown in Germany: Changes in need satisfaction, well-being, anxiety, and depression M Schwinger, M Trautner, H Kärchner, N Otterpohl International journal of environmental research and public health 17 (23), 9083, 2020 | 71 | 2020 |
| Integrating the concepts self-efficacy and motivation regulation: How do self-efficacy beliefs for motivation regulation influence self-regulatory success? M Trautner, M Schwinger Learning and Individual Differences 80, 101890, 2020 | 71 | 2020 |
| Structure of academic self-handicapping—global or domain-specific construct? M Schwinger Learning and Individual Differences 27, 134-143, 2013 | 61 | 2013 |
| How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS) L Lübke, M Pinquart, M Schwinger European Journal of Special Needs Education 34 (3), 297-311, 2019 | 43 | 2019 |
| Structure of contingent self-esteem M Schwinger, C Schöne, N Otterpohl European Journal of Psychological Assessment, 2015 | 42 | 2015 |
| 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 | 40 | 2022 |
