| 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 | 267 | 2007 |
| Enhancing self-regulated learning by writing learning protocols M Nückles, S Hübner, A Renkl Learning and instruction 19 (3), 259-271, 2009 | 203 | 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 | 133 | 2010 |
| 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 | 132 | 2014 |
| 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 | 131 | 2001 |
| 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 | 103 | 2012 |
| Expertise reversal effects in writing-to-learn M Nückles, S Hübner, S Dümer, A Renkl Instructional Science 38 (3), 237-258, 2010 | 97 | 2010 |
| 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 | 84 | 2004 |
| 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 | 74 | 2005 |
| 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 | 62 | 2013 |
| Lernstrategien der externen Visualisierung A Renkl, M Nückles Handbuch Lernstrategien, 135-147, 2006 | 53 | 2006 |
| 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 | 52 | 2009 |
| Differently structured advance organizers lead to different initial schemata and learning outcomes J Gurlitt, S Dummel, S Schuster, M Nückles Instructional Science 40 (2), 351-369, 2012 | 50 | 2012 |
| 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 | 46 | 2015 |
| 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 | 45 | 2007 |
| Can tutors be supported in giving effective explanations? J Wittwer, M Nückles, N Landmann, A Renkl Journal of Educational Psychology 102 (1), 74, 2010 | 41 | 2010 |
| Enhancing computer-supported writing of learning protocols by adaptive prompts R Schwonke, S Hauser, M Nückles, A Renkl Computers in Human Behavior 22 (1), 77-92, 2006 | 41 | 2006 |
| Mind Maps und Concept Maps: Visualisieren-Organisieren-Kommunizieren M Nückles Dt. Taschenbuch Verlag, 2004 | 36 | 2004 |
| Lernen und Wissenserwerb M Nückles, J Wittwer Pädagogische Psychologie 6, 225-252, 2014 | 35 | 2014 |
| Using a diagnosis-based approach to individualize instructional explanations in computer-mediated communication J Wittwer, M Nückles, A Renkl Educational Psychology Review 22 (1), 9-23, 2010 | 34 | 2010 |
