| The importance of motivation as a predictor of school achievement R Steinmayr, B Spinath Learning and individual differences 19 (1), 80-90, 2009 | 967 | 2009 |
| Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value B Spinath, FM Spinath, N Harlaar, R Plomin Intelligence 34 (4), 363-374, 2006 | 676 | 2006 |
| The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills RJ Sternberg, Rainbow Project Collaborators Intelligence 34 (4), 321-350, 2006 | 569 | 2006 |
| 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 | 504 | 2019 |
| Sex differences in school achievement: What are the roles of personality and achievement motivation? R Steinmayr, B Spinath European Journal of Personality: Published for the European Association of …, 2008 | 501 | 2008 |
| Skalen zur Erfassung der Lern-und Leistungsmotivation: SELLMO B Spinath, J Stiensmeier-Pelster, C Schöne, O Dickhäuser Hogrefe, 2002 | 467* | 2002 |
| Akkuratheit der Einschätzung von Schülermerkmalen durch Lehrer und das Konstrukt der diagnostischen Kompetenz: Accuracy of teacher judgments on student characteristics and the … B Spinath Zeitschrift für pädagogische Psychologie 19 (1/2), 85-95, 2005 | 427 | 2005 |
| 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 | 337 | 2009 |
| Predicting school achievement in boys and girls HH Freudenthaler, B Spinath, AC Neubauer European Journal of Personality: Published for the European Association of …, 2008 | 321 | 2008 |
| Skalen zur Erfassung des schulischen Selbstkonzepts: SESSKO C Schöne, O Dickhäuser, B Spinath, J Stiensmeier-Pelster Hogrefe, 2002 | 291 | 2002 |
| Die Skalen zum akademischen Selbstkonzept: Konstruktion und Überprüfung eines neuen Instrumentes O Dickhäuser, C Schöne, B Spinath, J Stiensmeier-Pelster Zeitschrift für differentielle und diagnostische Psychologie 23 (4), 393-405, 2002 | 290 | 2002 |
| Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children B Spinath, FM Spinath Learning and instruction 15 (2), 87-102, 2005 | 274 | 2005 |
| Gender differences in school success: What are the roles of students’ intelligence, personality and motivation? B Spinath, C Eckert, R Steinmayr Educational Research 56 (2), 230-243, 2014 | 261 | 2014 |
| Neural efficiency as a function of task demands B Dunst, M Benedek, E Jauk, S Bergner, K Koschutnig, M Sommer, ... Intelligence 42, 22-30, 2014 | 246 | 2014 |
| The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis K Kriegbaum, N Becker, B Spinath Educational Research Review 25, 120-148, 2018 | 226 | 2018 |
| Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation B Spinath, HH Freudenthaler, AC Neubauer Personality and Individual Differences 48 (4), 481-486, 2010 | 217 | 2010 |
| Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time? B Spinath, R Steinmayr Child Development 79 (5), 1555-1569, 2008 | 207 | 2008 |
| Goal orientations predict academic performance beyond intelligence and personality R Steinmayr, T Bipp, B Spinath Learning and individual differences 21 (2), 196-200, 2011 | 205 | 2011 |
| Personality and achievement motivation: Relationship among Big Five domain and facet scales, achievement goals, and intelligence T Bipp, R Steinmayr, B Spinath Personality and Individual Differences 44 (7), 1454-1464, 2008 | 196 | 2008 |
| 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 | 174 | 2012 |
