Alejandro Veas

582 total citations
35 papers, 352 citations indexed

About

Alejandro Veas is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Alejandro Veas has authored 35 papers receiving a total of 352 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 12 papers in Experimental and Cognitive Psychology and 10 papers in Social Psychology. Recurrent topics in Alejandro Veas's work include Education, Achievement, and Giftedness (10 papers), Educational Outcomes and Influences (9 papers) and Motivation and Self-Concept in Sports (8 papers). Alejandro Veas is often cited by papers focused on Education, Achievement, and Giftedness (10 papers), Educational Outcomes and Influences (9 papers) and Motivation and Self-Concept in Sports (8 papers). Alejandro Veas collaborates with scholars based in Spain, Germany and Ecuador. Alejandro Veas's co-authors include Raquel Gilar Corbí, Juan Luís Castejón Costa, Pablo Miñano, Agustín Ernesto Martínez‐González, María Rubio‐Aparicio, Pedro Andreo‐Martínez, Julio Sánchez‐Meca, Albert Ziegler, José A López-López and José A. Piqueras and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Affective Disorders and Journal of Autism and Developmental Disorders.

In The Last Decade

Alejandro Veas

34 papers receiving 344 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Alejandro Veas Spain	12	162	92	86	67	44	35	352
Emily Smith‐Woolley United Kingdom	10	106 0.7×	29 0.3×	100 1.2×	51 0.8×	41 0.9×	12	357
Rachel Sutton United States	10	82 0.5×	57 0.6×	76 0.9×	143 2.1×	35 0.8×	25	330
Callie W. Little United States	13	232 1.4×	33 0.4×	81 0.9×	51 0.8×	195 4.4×	36	449
Yunyun Zhang China	10	105 0.6×	111 1.2×	45 0.5×	146 2.2×	22 0.5×	37	361
Kenneth A. Weaver United States	11	125 0.8×	48 0.5×	64 0.7×	39 0.6×	77 1.8×	30	315
Claudia Pérez-Salas Chile	11	118 0.7×	53 0.6×	34 0.4×	89 1.3×	43 1.0×	43	306
Kaylee Litson United States	10	44 0.3×	62 0.7×	59 0.7×	90 1.3×	12 0.3×	21	252
Benjamin Coleman United States	4	72 0.4×	83 0.9×	61 0.7×	25 0.4×	62 1.4×	9	275
Ahmet Gül Türkiye	8	103 0.6×	44 0.5×	47 0.5×	75 1.1×	11 0.3×	26	276
Keumjoo Kwak South Korea	11	95 0.6×	178 1.9×	35 0.4×	149 2.2×	87 2.0×	69	389

Countries citing papers authored by Alejandro Veas

Since Specialization

Citations

This map shows the geographic impact of Alejandro Veas'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 Alejandro Veas with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Alejandro Veas more than expected).

Fields of papers citing papers by Alejandro Veas

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Alejandro Veas. 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 Alejandro Veas. The network helps show where Alejandro Veas may publish in the future.

Co-authorship network of co-authors of Alejandro Veas

This figure shows the co-authorship network connecting the top 25 collaborators of Alejandro Veas. A scholar is included among the top collaborators of Alejandro Veas 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 Alejandro Veas. Alejandro Veas is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

López-López, José A, et al.. (2025). Reliability Generalization of the School Attitude Assessment Survey-Revised: A Meta-Analytic Structural Equation Modeling Approach. Journal of Psychoeducational Assessment. 43(6). 574–590.

Veas, Alejandro, et al.. (2024). Validation of Psychometric Instrumentswith Classical Test Theory in Social and Health Sciences: A practical guide. Anales de Psicología. 40(1). 163–170. 3 indexed citations

Cervin, Matti, Alejandro Veas, José A. Piqueras, & Agustín Ernesto Martínez‐González. (2022). A multi-group confirmatory factor analysis of the revised children's anxiety and depression scale (RCADS) in Spain, Chile and Sweden. Journal of Affective Disorders. 310. 228–234. 5 indexed citations

Andreo‐Martínez, Pedro, María Rubio‐Aparicio, Julio Sánchez‐Meca, Alejandro Veas, & Agustín Ernesto Martínez‐González. (2021). A Meta-analysis of Gut Microbiota in Children with Autism. Journal of Autism and Developmental Disorders. 52(3). 1374–1387. 67 indexed citations

Corbí, Raquel Gilar, et al.. (2021). Promoting Equality in Higher Education: Development and Internal Validity of a Selection Test for Science University Degrees in Ecuador. Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante). 1 indexed citations

Mader, Matthias, Heidrun Stoeger, Alejandro Veas, & Albert Ziegler. (2021). How Mentors Think About the Attainability of Mentoring Goals: The Impact of Mentoring Type and Mentoring Context on the Anticipated Regulatory Network and Regulatory Resources of Potential Mentors for School Mentoring Programs. Frontiers in Psychology. 12. 737014–737014. 1 indexed citations

Veas, Alejandro, Isabel Benítez, Leandro Navas Martínez, & Raquel Gilar Corbí. (2020). Análisis comparativo de las Pruebas de Acceso a la Universidad bajo el enfoque de comparabilidad de constructo. Revista de educación. 65–84. 1 indexed citations

Veas, Alejandro, Leandro Navas Martínez, Teresa Pozo-Rico, & Pablo Miñano. (2020). University Entrance Examinations in Spain: Using the Construct Comparability Approach to Analyze Standards Quality. Frontiers in Psychology. 11. 127–127. 2 indexed citations

Veas, Alejandro, et al.. (2020). Psychometric Properties of the Spanish Version of the Goal Orientation Scales in Ecuadorian Undergraduate Students. Frontiers in Psychology. 11. 597934–597934. 1 indexed citations

10.

Veas, Alejandro, et al.. (2019). Early Adolescents' Attitudes and Academic Achievement: The Mediating Role of Academic Self-Concept // Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico. Revista de Psicodidáctica. 24(1). 1 indexed citations

11.

Corbí, Raquel Gilar, Alejandro Veas, Pablo Miñano, & Juan Luís Castejón Costa. (2019). Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students. Frontiers in Psychology. 10. 2367–2367. 19 indexed citations

12.

Veas, Alejandro, Juan Luís Castejón Costa, Pablo Miñano, & Raquel Gilar Corbí. (2018). Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico. Revista de Psicodidáctica. 24(1). 71–77. 17 indexed citations

13.

Veas, Alejandro, Juan Luís Castejón Costa, Pablo Miñano, & Raquel Gilar Corbí. (2018). Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept. RUA, Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante). 24(1). 71–77. 8 indexed citations

14.

Veas, Alejandro, Raquel Gilar Corbí, Pablo Miñano, & Juan Luís Castejón Costa. (2017). Comparative analysis of academic grades in compulsory secondary education in Spain using statistical techniques. Educational Studies. 43(5). 533–548. 2 indexed citations

15.

Costa, Juan Luís Castejón, Raquel Gilar Corbí, Alejandro Veas, & Pablo Miñano. (2016). Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students. Frontiers in Psychology. 7. 1438–1438. 16 indexed citations

16.

Veas, Alejandro, Raquel Gilar Corbí, Juan Luís Castejón Costa, & Pablo Miñano. (2016). Underachievement in Compulsory Secondary Education: a comparison of statistical methods for identification in Spain. European Journal of Investigation in Health Psychology and Education. 6(3). 133–149. 4 indexed citations

17.

Veas, Alejandro, Raquel Gilar Corbí, Pablo Miñano, & Juan Luís Castejón Costa. (2016). Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model. Frontiers in Psychology. 7. 303–303. 17 indexed citations

18.

Pérez, Pablo, Juan Luís Castejón Costa, Raquel Gilar Corbí, & Alejandro Veas. (2016). The SAAS-R. Measurement and Evaluation in Counseling and Development. 3526334886–3526334886. 4 indexed citations

19.

Veas, Alejandro, Raquel Gilar Corbí, & Pablo Miñano. (2015). The Influence of Gender, Intellectual Ability, Academic Self-Concept, Self-Regulation, Learning Strategies, Popularity and Parent Involvement in Early Adolescence. International Journal of Information and Education Technology. 6(8). 591–597. 16 indexed citations

20.

Pagán, Francisco Javier Ballesta, et al.. (2014). Los jovenes de educación secundaria ante el uso y consumo de las TIC. Digitum: Institutional Repository of the University of Murcia (University of Murcia). 3 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.

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