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.
The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education
Countries citing papers authored by Afsaneh Ghanizadeh
Since
Specialization
Citations
This map shows the geographic impact of Afsaneh Ghanizadeh'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 Afsaneh Ghanizadeh with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Afsaneh Ghanizadeh more than expected).
Fields of papers citing papers by Afsaneh Ghanizadeh
This network shows the impact of papers produced by Afsaneh Ghanizadeh. 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 Afsaneh Ghanizadeh. The network helps show where Afsaneh Ghanizadeh may publish in the future.
Co-authorship network of co-authors of Afsaneh Ghanizadeh
This figure shows the co-authorship network connecting the top 25 collaborators of Afsaneh Ghanizadeh.
A scholar is included among the top collaborators of Afsaneh Ghanizadeh 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 Afsaneh Ghanizadeh. Afsaneh Ghanizadeh is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Ghanizadeh, Afsaneh, et al.. (2020). Towards Humanizing Language Teaching: Error Treatment and EFL Learners’ Cognitive, Behavioral, Emotional Engagement, Motivation, and Language Achievement. SHILAP Revista de lepidopterología.10 indexed citations
3.
Ghanizadeh, Afsaneh, et al.. (2019). Relating EFL University Students' Mindfulness and Resilience to Self-Fulfilment and Motivation in Learning.. Issues in educational research. 29(3). 695–714.13 indexed citations
Ghanizadeh, Afsaneh, et al.. (2017). The dynamic interplay among EFL learners’ ambiguity tolerance, adaptability, cultural intelligence, learning approach, and language achievement. SHILAP Revista de lepidopterología.16 indexed citations
Ghanizadeh, Afsaneh, et al.. (2017). The Effect of Simulation on Middle School Students’ Perceptions of Classroom Activities and their Foreign Language Achievement: A Mixed-Methods Approach. SHILAP Revista de lepidopterología.4 indexed citations
Ghanizadeh, Afsaneh, et al.. (2016). Critical Thinking and Gender Differences in Academic Self-regulation in Higher Education. Journal of applied linguistics and language research. 3(3). 133–145.28 indexed citations
15.
Ghanizadeh, Afsaneh, et al.. (2015). EFL Listening Anxiety and Listening Strategy Use among Iranian Junior High School Students. 3(6). 310–319.3 indexed citations
Ghanizadeh, Afsaneh, et al.. (2015). The Effect of Bilingualism on the Listening Strategies and Listening Anxiety among Iranian Junior High School Students. Journal of applied linguistics and language research. 2(4). 236–248.3 indexed citations
18.
Jahedizadeh, Safoura, et al.. (2015). A Cross-contextual Analysis of EFL Learners' Perceptions of Classroom Activities. Journal of applied linguistics and language research. 2(4). 322–336.6 indexed citations
19.
Ghanizadeh, Afsaneh, et al.. (2015). A Study of Motivational Facet of Language Use in the Light of Dornyei’s L2 Motivational Self-system. Journal of applied linguistics and language research. 2(5). 179–196.2 indexed citations
20.
Pishghadam, Reza & Afsaneh Ghanizadeh. (2006). ON THE IMPACT OF CONCEPT MAPPING AS A PREWRITING ACTIVITY ON EFL LEARNERS' WRITING ABILITY. Applied Linguistics. 9(2). 101–126.24 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.