Alexandra Barros

617 total citations
33 papers, 388 citations indexed

About

Alexandra Barros is a scholar working on Education, Clinical Psychology and Social Psychology. According to data from OpenAlex, Alexandra Barros has authored 33 papers receiving a total of 388 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 9 papers in Clinical Psychology and 8 papers in Social Psychology. Recurrent topics in Alexandra Barros's work include Career Development and Diversity (5 papers), Evaluation of Teaching Practices (4 papers) and COVID-19 and Mental Health (4 papers). Alexandra Barros is often cited by papers focused on Career Development and Diversity (5 papers), Evaluation of Teaching Practices (4 papers) and COVID-19 and Mental Health (4 papers). Alexandra Barros collaborates with scholars based in Portugal, Brazil and United Kingdom. Alexandra Barros's co-authors include Ana Margarida Veiga Simão, María Assunção Flores, Diana Pereira, Paula Costa Ferreira, Paulo Flores, João Marôco, Manuel E. dos Santos, Nádia Pereira, Alexandra Marques‐Pinto and Marília Gago and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Studies in Higher Education.

In The Last Decade

Alexandra Barros

31 papers receiving 366 citations

Peers

Alexandra Barros

EDUCA

DEP

Linda De George‐Walker Australia

Lindy Abawi Australia

Chad M. Gotch United States

Bethany K. B. Fleck United States

Billy O’Steen New Zealand

Heidi Hyytinen Finland

Amber Dailey‐Hebert United States

Robert F. Cavanagh Australia

Erica C. Boling United States

Ali Murat Sünbül Türkiye

Linda De George‐Walker Australia

Alexandra Barros

174 ×0.7

EDUCA

46 ×0.8

36 ×0.7

31 ×0.7

42 ×1.0

DEP

Citations per year, relative to Alexandra Barros Alexandra Barros (= 1×) peers Linda De George‐Walker

Countries citing papers authored by Alexandra Barros

Since Specialization

Citations

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

Fields of papers citing papers by Alexandra Barros

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Alexandra Barros

This figure shows the co-authorship network connecting the top 25 collaborators of Alexandra Barros. A scholar is included among the top collaborators of Alexandra Barros 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 Alexandra Barros. Alexandra Barros 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

Ferreira, Paula Costa, Nádia Pereira, Carlos Martinho, et al.. (2025). Teachers’ awareness and emotional response to cyberbullying: Exploring emotional regulation strategies in the classroom. Computers in Human Behavior Reports. 18. 100647–100647. 1 indexed citations

Flores, María Assunção, Ana Margarida Veiga Simão, Paula Costa Ferreira, et al.. (2024). Online learning, perceived difficulty and the role of feedback in COVID-19 times. Research in Post-Compulsory Education. 29(2). 324–344. 2 indexed citations

Ferreira, Aristides I., et al.. (2024). The role of professional calling and student cyberbullying on teachers’ presenteeism and productivity loss. Computers in Human Behavior Reports. 15. 100461–100461. 1 indexed citations

Silva, Ana Daniela, et al.. (2024). Employability and career beliefs inventory: a brief version for unemployed persons. Psicologia Reflexão e Crítica. 37(1). 24–24. 1 indexed citations

Flores, María Assunção, Alexandra Barros, Ana Margarida Veiga Simão, et al.. (2023). Remote teaching in times of COVID-19: teachers’ adaptation and pupil level of participation. Technology Pedagogy and Education. 33(1). 57–72. 3 indexed citations

Pereira, Nádia, Paula Costa Ferreira, Ana Margarida Veiga Simão, et al.. (2022). “It is Typical of Teenagers”: When Teachers Morally Disengage from Cyberbullying. The Spanish Journal of Psychology. 25. e30–e30. 3 indexed citations

Barros, Alexandra, et al.. (2021). Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples. Current Psychology. 41(11). 7835–7842. 4 indexed citations

Flores, María Assunção, Alexandra Barros, Ana Margarida Veiga Simão, et al.. (2021). Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors. Higher Education. 83(6). 1389–1408. 88 indexed citations

Ferreira, Paula Costa, Alexandra Barros, Nádia Pereira, Alexandra Marques‐Pinto, & Ana Margarida Veiga Simão. (2021). How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic. Frontiers in Psychology. 12. 745252–745252. 14 indexed citations

10.

Flores, María Assunção, Alexandra Barros, Ana Margarida Veiga Simão, et al.. (2021). Ensino remoto de emergência em tempos de pandemia: a experiência de professores portugueses. SHILAP Revista de lepidopterología. 1 indexed citations

11.

Barros, Alexandra. (2020). Características Psicométricas da Adaptação Portuguesa do Explora – Questionário para a Orientação de Carreira. Revista Iberoamericana de Diagnóstico y Evaluación - e Avaliação Psicológica. 55(2). 1 indexed citations

12.

Barros, Alexandra & Roberto Ierusalimschy. (2020). Eliminating Cycles in Weak Tables. JUCS - Journal of Universal Computer Science. 14. 3481–3497. 1 indexed citations

13.

Barros, Alexandra. (2018). Crenças de Carreira na Transição do Ensino Superior para o Trabalho. Revista Brasileira de Orientação Profissional. 19(2). 133–142. 3 indexed citations

14.

Pereira, Diana, María Assunção Flores, & Alexandra Barros. (2017). Perceptions of Portuguese undergraduate students about assessment: a study in five public universities. Educational Studies. 43(4). 442–463. 16 indexed citations

15.

Barros, Alexandra, et al.. (2016). Self-worth, scholastic competence and approaches to learning in university students. Repositório da Universidade de Lisboa (University of Lisbon). 2 indexed citations

16.

Barros, Alexandra. (2012). Características psicométricas da adaptação portuguesa do perfil de auto-percepção para estudantes universitários - SPPCS. 1(33). 93–110. 2 indexed citations

17.

Barros, Alexandra, et al.. (2012). Effects of a dolphin interaction program on children with autism spectrum disorders – an exploratory research. BMC Research Notes. 5(1). 199–199. 24 indexed citations

18.

Barros, Alexandra, et al.. (2010). Orientação e educação: Que relação no paradigma do life design?. 42. 93–100. 2 indexed citations

19.

Barros, Alexandra, et al.. (2000). Deriving Correct Prototypes from Formal Z Specifications. 1 indexed citations

20.

Barros, Alexandra, et al.. (1999). Os valores e os “cinco factores” de personalidade. 34. 29–54. 4 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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