| Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts K Berthold, M Nückles, A Renkl Learning and Instruction 17 (5), 564-577, 2007 | 470 | 2007 |
| Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning K Wäschle, A Allgaier, A Lachner, S Fink, M Nückles Learning and instruction 29, 103-114, 2014 | 332 | 2014 |
| Enhancing self-regulated learning by writing learning protocols M Nückles, S Hübner, A Renkl Learning and instruction 19 (3), 259-271, 2009 | 329 | 2009 |
| Writing learning journals: Instructional support to overcome learning-strategy deficits S Hübner, M Nückles, A Renkl Learning and Instruction 20 (1), 18-29, 2010 | 227 | 2010 |
| Learning strategies assessed by journal writing: Prediction of learning outcomes by quantity, quality, and combinations of learning strategies. I Glogger, R Schwonke, L Holzäpfel, M Nückles, A Renkl Journal of educational psychology 104 (2), 452, 2012 | 205 | 2012 |
| The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning M Nückles, J Roelle, I Glogger-Frey, J Waldeyer, A Renkl Educational Psychology Review 32 (4), 1089-1126, 2020 | 177 | 2020 |
| Expertise reversal effects in writing-to-learn M Nückles, S Hübner, S Dümer, A Renkl Instructional Science 38 (3), 237-258, 2010 | 168 | 2010 |
| Expertise and estimating what other people know: the influence of professional experience and type of knowledge. R Bromme, R Rambow, M Nückles Journal of experimental psychology: Applied 7 (4), 317, 2001 | 165 | 2001 |
| What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities A Lachner, H Jarodzka, M Nückles Instructional science 44, 197-203, 2016 | 129 | 2016 |
| The use of public learning diaries in blended learning M Nückles*, R Schwonke, K Berthold, A Renkl Journal of Educational Media 29 (1), 49-66, 2004 | 127 | 2004 |
| Achievement goals and school achievement: The transition to different school tracks in secondary school I Paulick, R Watermann, M Nückles Contemporary Educational Psychology 38 (1), 75-86, 2013 | 111 | 2013 |
| Knowledge acquisition or participation in communities of practice? Academics’ metaphors of teaching and learning at the university E Wegner, M Nückles Studies in Higher Education 40 (4), 624-643, 2015 | 103 | 2015 |
| Information about a layperson's knowledge supports experts in giving effective and efficient online advice to laypersons. M Nückles, J Wittwer, A Renkl Journal of Experimental Psychology: Applied 11 (4), 219, 2005 | 89 | 2005 |
| Activation of learning strategies in writing learning journals: The specificity of prompts matters I Glogger, L Holzäpfel, R Schwonke, M Nückles, A Renkl Zeitschrift für pädagogische Psychologie 23 (2), 95-104, 2009 | 87 | 2009 |
| Lerntagebücher als Medium des selbstgesteuerten Lernens–Wie viel instruktionale Unterstützung ist sinnvoll S Hübner, M Nückles, A Renkl Empirische Pädagogik 21 (2), 119-137, 2007 | 82 | 2007 |
| Differently structured advance organizers lead to different initial schemata and learning outcomes J Gurlitt, S Dummel, S Schuster, M Nückles Instructional Science 40, 351-369, 2012 | 79 | 2012 |
| Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs A Ostermann, T Leuders, M Nückles Journal of Mathematics Teacher Education 21, 579-605, 2018 | 77 | 2018 |
| Supporting students’ learning and socioscientific reasoning about climate change—The effect of computer-based concept mapping scaffolds S Eggert, A Nitsch, WJ Boone, M Nückles, S Bögeholz Research in Science Education 47, 137-159, 2017 | 77 | 2017 |
| Lernen und Wissenserwerb M Nückles, J Wittwer Pädagogische Psychologie 6, 225-252, 2014 | 76 | 2014 |
| Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters. J Roelle, M Nückles Journal of Educational Psychology 111 (8), 1341, 2019 | 74 | 2019 |
