| Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning J Krath, L Schürmann, HFO Von Korflesch Computers in Human Behavior 125, 106963, 2021 | 471 | 2021 |
| Motivation theory in the school context: differences in preservice and practicing teachers’ experience, opinion, and knowledge L Schürmann, R Gaschler, C Quaiser-Pohl European Journal of Psychology of Education 36 (3), 739-757, 2021 | 20 | 2021 |
| Digital badges affect need satisfaction but not frustration in males in higher education L Schürmann, Q Quaiser-Pohl Computers & Education 182, 104484, 2022 | 14 | 2022 |
| Out-of-school learning levels prior achievement and gender differences in secondary school students’ motivation L Schürmann, C Quaiser-Pohl International Journal of Educational Research Open 3, 100158, 2022 | 12 | 2022 |
| Girls’ Stuff, boys’ stuff and mental rotation: fourth graders rotate faster with gender-congruent stimuli V Ruthsatz, M Rahe, L Schürmann, C Quaiser-Pohl Journal of Cognitive Psychology 31 (2), 225-239, 2019 | 9 | 2019 |
| The effects of feedback on the gender differences in the performance in a chronometric mental-rotation test M Rahe, V Ruthsatz, L Schürmann, C Quaiser-Pohl Journal of Cognitive Psychology 31 (4), 467-475, 2019 | 7 | 2019 |
| Need strength, perceived need support, stress symptomatology, and performance in the context of oral exams: A typological approach L Schürmann, T Kärner, T Ringeisen Frontiers in Psychology 13, 2022 | 3 | 2022 |
| Self-concept explains gender differences in mental rotation performance after stereotype activation M Rahe, L Schürmann, P Jansen Frontiers in Psychology 14, 1934, 0 | 1 | |
