Andrea Magyar

665 total citations
28 papers, 405 citations indexed

About

Andrea Magyar is a scholar working on Developmental and Educational Psychology, Education and Language and Linguistics. According to data from OpenAlex, Andrea Magyar has authored 28 papers receiving a total of 405 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Developmental and Educational Psychology, 12 papers in Education and 8 papers in Language and Linguistics. Recurrent topics in Andrea Magyar's work include EFL/ESL Teaching and Learning (8 papers), Second Language Acquisition and Learning (7 papers) and Second Language Learning and Teaching (6 papers). Andrea Magyar is often cited by papers focused on EFL/ESL Teaching and Learning (8 papers), Second Language Acquisition and Learning (7 papers) and Second Language Learning and Teaching (6 papers). Andrea Magyar collaborates with scholars based in Hungary, United Kingdom and Hong Kong. Andrea Magyar's co-authors include Anita Habók, Myrna Flores, Ahmed Al-Ashaab, Sammy King Fai Hui, Gyöngyvér Molnár, Benő Csapó, Attila Pásztor, Lajos Kemény, Edina Garaczi and Edit Hajdú and has published in prestigious journals such as Frontiers in Psychology, Heliyon and Production Planning & Control.

In The Last Decade

Andrea Magyar

24 papers receiving 366 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Andrea Magyar Hungary 9 171 126 89 89 61 28 405
Christine Irvine United Kingdom 4 284 1.7× 88 0.7× 161 1.8× 77 0.9× 36 0.6× 5 519
Ming Nie United Kingdom 12 247 1.4× 87 0.7× 75 0.8× 20 0.2× 13 0.2× 24 456
Judith B. Strother United States 8 100 0.6× 62 0.5× 30 0.3× 47 0.5× 31 0.5× 27 351
Andayani Andayani Indonesia 10 330 1.9× 80 0.6× 261 2.9× 85 1.0× 11 0.2× 168 576
Tzu‐Bin Lin Taiwan 13 232 1.4× 44 0.3× 102 1.1× 74 0.8× 145 2.4× 30 506
Hazri Jamil Malaysia 12 237 1.4× 24 0.2× 37 0.4× 30 0.3× 13 0.2× 56 400
Yunus Yıldız Iraq 13 209 1.2× 83 0.7× 100 1.1× 60 0.7× 33 0.5× 36 406
Marcus Pietsch Germany 15 437 2.6× 81 0.6× 54 0.6× 17 0.2× 7 0.1× 72 653
Rosa María Torres Valdés Spain 10 240 1.4× 88 0.7× 17 0.2× 26 0.3× 34 0.6× 29 351
Ambigapathy Pandian Malaysia 14 319 1.9× 130 1.0× 144 1.6× 245 2.8× 208 3.4× 59 663

Countries citing papers authored by Andrea Magyar

Since Specialization
Citations

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

Fields of papers citing papers by Andrea Magyar

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Andrea Magyar

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

All Works

20 of 20 papers shown
1.
Habók, Anita, Andrea Magyar, & Gyöngyvér Molnár. (2025). Developing Reading Strategies Through Technology-Based Intervention. Reading Psychology. 47(2). 253–275.
2.
Magyar, Andrea, Anita Habók, & Gyöngyvér Molnár. (2025). Technology-Based Development of Subject-Specific Vocabulary of Primary School Students. Literacy Research and Instruction. 1–22. 1 indexed citations
3.
Habók, Anita, et al.. (2024). The effect of reading strategy use on online reading comprehension. Heliyon. 10(2). e24281–e24281. 5 indexed citations
4.
Magyar, Andrea, et al.. (2023). Measurement invariance of the English reading motivational structure of bilingual and multilingual university students. Heliyon. 9(12). e22884–e22884. 1 indexed citations
5.
Magyar, Andrea, Anita Habók, & Gyöngyvér Molnár. (2023). Számítógépes szókincsmérő teszt kisiskolás diákok részére. SZTE Publicatio Repozitórium (University of Szeged). 123(1). 33–47. 2 indexed citations
6.
Pásztor, Attila, et al.. (2022). Online Assessment and Game-Based Development of Inductive Reasoning. Journal of Intelligence. 10(3). 59–59. 6 indexed citations
7.
Habók, Anita, Andrea Magyar, & Gyöngyvér Molnár. (2022). English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors. Frontiers in Psychology. 13. 1019561–1019561. 3 indexed citations
8.
Magyar, Andrea, Anita Habók, & Gyöngyvér Molnár. (2022). Exploring the Role of English as a Foreign Language Receptive Skills and Learning Strategy Usage in the Ability to Acquire and Apply Knowledge at the Beginning of Higher Education. Frontiers in Psychology. 13. 808546–808546. 6 indexed citations
9.
10.
Habók, Anita, Andrea Magyar, & Gyöngyvér Molnár. (2022). Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude. Frontiers in Psychology. 13. 867714–867714. 8 indexed citations
11.
12.
Habók, Anita & Andrea Magyar. (2021). Tanárszakos hallgatók angolnyelv-tanulási és online olvasásistratégia-használata közötti összefüggések. SZTE Publicatio Repozitórium (University of Szeged). 9(1).
13.
Magyar, Andrea, et al.. (2020). Exploring Hungarian teachers’ perceptions of inclusive education of SEN students. Heliyon. 6(5). e03851–e03851. 25 indexed citations
14.
Habók, Anita, et al.. (2020). Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics: Structural equation models of longitudinal data. International Journal of Educational Research. 103. 101634–101634. 37 indexed citations
15.
Habók, Anita & Andrea Magyar. (2020). The role of students’ approaches in foreign language learning. Cogent Education. 7(1). 9 indexed citations
16.
Habók, Anita, Andrea Magyar, & Sammy King Fai Hui. (2019). The effects of EFL reading comprehension and certain learning-related factors on EFL learners’ reading strategy use. Cogent Education. 6(1). 43 indexed citations
17.
Habók, Anita & Andrea Magyar. (2018). Validation of a Self-Regulated Foreign Language Learning Strategy Questionnaire Through Multidimensional Modelling. Frontiers in Psychology. 9. 1388–1388. 48 indexed citations
18.
Habók, Anita & Andrea Magyar. (2018). The Effect of Language Learning Strategies on Proficiency, Attitudes and School Achievement. Frontiers in Psychology. 8. 2358–2358. 85 indexed citations
19.
Magyar, Andrea & Anita Habók. (2018). Olvasási stratégiák vizsgálata angol nyelvű szövegértési feladatokban 10-14 éves nyelvtanulók körében. SZTE Publicatio Repozitórium (University of Szeged). 28(8-9). 22–37. 1 indexed citations
20.
Magyar, Andrea & Gyöngyvér Molnár. (2015). Adaptive Measurement of Reading Competence: An Effectiveness Study. SZTE Publicatio Repozitórium (University of Szeged). 115(4). 403–428. 2 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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