| Variables associated with achievement in higher education: A systematic review of meta-analyses. M Schneider, F Preckel Psychological bulletin 143 (6), 565, 2017 | 1399 | 2017 |
| An integrated theory of whole number and fractions development RS Siegler, CA Thompson, M Schneider Cognitive psychology 62 (4), 273-296, 2011 | 987 | 2011 |
| A frequency-dependent finite-difference time-domain formulation for dispersive materials R Luebbers, FP Hunsberger, KS Kunz, RB Standler, M Schneider IEEE Transactions on Electromagnetic Compatibility 32 (3), 222-227, 1990 | 905 | 1990 |
| Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: A meta‐analysis M Schneider, K Beeres, L Coban, S Merz, S Susan Schmidt, J Stricker, ... Developmental science 20 (3), e12372, 2017 | 813 | 2017 |
| Subjective well-being and academic achievement: A meta-analysis S Bücker, S Nuraydin, BA Simonsmeier, M Schneider, M Luhmann Journal of Research in Personality 74, 83-94, 2018 | 645 | 2018 |
| Developing conceptual and procedural knowledge of mathematics B Rittle-Johnson, M Schneider | 628 | 2014 |
| Titania-silica mixed oxides: I. Influence of sol-gel and drying conditions on structural properties DCM Dutoit, M Schneider, A Baiker Journal of Catalysis 153 (1), 165-176, 1995 | 510 | 1995 |
| A finite-difference time-domain near zone to far zone transformation (electromagnetic scattering) RJ Luebbers, KS Kunz, M Schneider, F Hunsberger IEEE Transactions on Antennas and Propagation 39 (4), 429-433, 1991 | 476 | 1991 |
| Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics B Rittle-Johnson, M Schneider, JR Star Educational Psychology Review 27, 587-597, 2015 | 441 | 2015 |
| Interventions for the management of acute and chronic low back pain: revision 2021: clinical practice guidelines linked to the international classification of functioning … SZ George, JM Fritz, SP Silfies, MJ Schneider, JM Beneciuk, TA Lentz, ... Journal of Orthopaedic & Sports Physical Therapy 51 (11), CPG1-CPG60, 2021 | 419 | 2021 |
| Acute mountain sickness: influence of susceptibility, preexposure, and ascent rate. M Schneider, D Bernasch, J Weymann, R Holle, P Bartsch Medicine and science in sports and exercise 34 (12), 1886-1891, 2002 | 418 | 2002 |
| Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge. M Schneider, B Rittle-Johnson, JR Star Developmental psychology 47 (6), 1525, 2011 | 361 | 2011 |
| Representations of the magnitudes of fractions. M Schneider, RS Siegler Journal of Experimental Psychology: Human Perception and Performance 36 (5 …, 2010 | 347 | 2010 |
| Zeptosens' protein microarrays: a novel high performance microarray platform for low abundance protein analysis M Pawlak, E Schick, MA Bopp, MJ Schneider, P Oroszlan, M Ehrat Proteomics 2 (4), 383-393, 2002 | 344 | 2002 |
| Aerogels in catalysis M Schneider, A Baiker Catalysis Reviews 37 (4), 515-556, 1995 | 312 | 1995 |
| Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents J Torbeyns, M Schneider, Z Xin, RS Siegler Learning and instruction 37, 5-13, 2015 | 305 | 2015 |
| Mental number line, number line estimation, and mathematical achievement: their interrelations in grades 5 and 6. M Schneider, RH Grabner, J Paetsch Journal of Educational Psychology 101 (2), 359, 2009 | 302 | 2009 |
| The developmental relations between conceptual and procedural knowledge: A multimethod approach. M Schneider, E Stern Developmental psychology 46 (1), 178, 2010 | 289 | 2010 |
| Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis M Hickendorff, PA Edelsbrunner, J McMullen, M Schneider, K Trezise Learning and Individual Differences 66, 4-15, 2018 | 284 | 2018 |
| Associations of number line estimation with mathematical competence: A meta‐analysis M Schneider, S Merz, J Stricker, B De Smedt, J Torbeyns, L Verschaffel, ... Child development 89 (5), 1467-1484, 2018 | 261 | 2018 |
