Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Student engagement scale: development, reliability and validity
2014211 citationsSelim Günüç, Abdullah KuzuAssessment & Evaluation in Higher Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Abdullah Kuzu's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Abdullah Kuzu with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Abdullah Kuzu more than expected).
This network shows the impact of papers produced by Abdullah Kuzu. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Abdullah Kuzu. The network helps show where Abdullah Kuzu may publish in the future.
Co-authorship network of co-authors of Abdullah Kuzu
This figure shows the co-authorship network connecting the top 25 collaborators of Abdullah Kuzu.
A scholar is included among the top collaborators of Abdullah Kuzu based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Abdullah Kuzu. Abdullah Kuzu is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Kuzu, Abdullah, et al.. (2015). Infographics: A new competency area for teacher candidates. Cypriot Journal of Educational Sciences. 10(1). 32–39.23 indexed citations
3.
Günüç, Selim & Abdullah Kuzu. (2014). Student engagement scale: development, reliability and validity. Assessment & Evaluation in Higher Education. 40(4). 587–610.211 indexed citations breakdown →
4.
Günüç, Selim, Hatice Ferhan Odabaşı, & Abdullah Kuzu. (2014). Developing an Effective Lifelong Learning Scale (ELLS): Study of Validity & Reliability. Van Yüzüncü Yıl University Academic Data Management System. 39(171). 244–257.9 indexed citations
Kuzu, Abdullah & Selim Günüç. (2014). Tendency Scale for Technology Use in Calss: Development, Reliability and Validity. Eğitimde Kuram ve Uygulama. 10(4). 863–884.1 indexed citations
Kurt, Adile Aşkım, et al.. (2013). FATİH Projesinin Pilot Uygulama Sürecinin Değerlendirilmesi: Öğretmen Görüşleri. DergiPark (Istanbul University). 2(1).28 indexed citations
Kuzu, Abdullah, Hatice Ferhan Odabaşı, & Selim Günüç. (2013). Evaluation of a Social Network Activity within the Scope of the Digital Citizenship. World Journal on Educational Technology Current Issues. 5(2). 301–309.1 indexed citations
11.
Günüç, Selim, Hatice Ferhan Odabaşı, & Abdullah Kuzu. (2012). Factors Affecting Lifelong Learning. SHILAP Revista de lepidopterología.10 indexed citations
12.
Günüç, Selim, Hatice Ferhan Odabaşı, & Abdullah Kuzu. (2012). Yaşam Boyu Öğrenmeyi Etkileyen Faktörler. DergiPark (Istanbul University). 11(2). 309–325.36 indexed citations
13.
Kuzu, Abdullah, et al.. (2012). Characteristics of lifelong learner. Society for Information Technology & Teacher Education International Conference. 2012(1). 4037–4039.2 indexed citations
14.
Kuzu, Abdullah. (2011). The Factors that Motivate and Hinder the Students with Hearing Impairment to Use Mobile Technology.. The turkish online journal of educational technology. 10(4). 336–348.7 indexed citations
15.
Çuhadar, Cem & Abdullah Kuzu. (2010). Improving Interaction Through Blogs In A Constructivist Learning Environment. DergiPark (Istanbul University).13 indexed citations
16.
Çankaya, Serkan, et al.. (2010). Constructivism in Educational Computer Games. EdMedia: World Conference on Educational Media and Technology. 2010(1). 1303–1308.1 indexed citations
17.
Kuzu, Abdullah & Mehmet Fırat. (2010). DETERMINING THE NAVIGATIONAL AIDS USE ON THE INTERNET: The Information Technologies Teacher Candidates' Case ∗. Turkish Online Journal of Distance Education. 11(3). 146–161.2 indexed citations
18.
Odabaşı, Hatice Ferhan, et al.. (2009). REFLECTIONS OF HEARING IMPAIRED STUDENTS ON DAILY AND INSTRUCTIONAL PDA USE. International Journal of Special Education (IJSE). 24(1). 8–19.5 indexed citations
19.
Kuzu, Abdullah. (2007). VIEWS OF PRE-SERVICE TEACHERS ON BLOG USE FOR INSTRUCTION AND SOCIAL INTERACTION. SHILAP Revista de lepidopterología.28 indexed citations
20.
Kuzu, Abdullah, et al.. (2007). APPLICATION OF MULTIMEDIA DESIGN PRINCIPLES TO VISUALS USED IN COURSE-BOOKS: AN EVALUATION TOOL. The turkish online journal of educational technology. 6(2). 8–14.16 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.