Ángel Abós

1.3k total citations
68 papers, 880 citations indexed

About

Ángel Abós is a scholar working on Social Psychology, Developmental and Educational Psychology and Applied Psychology. According to data from OpenAlex, Ángel Abós has authored 68 papers receiving a total of 880 indexed citations (citations by other indexed papers that have themselves been cited), including 55 papers in Social Psychology, 24 papers in Developmental and Educational Psychology and 16 papers in Applied Psychology. Recurrent topics in Ángel Abós's work include Motivation and Self-Concept in Sports (54 papers), Sport Psychology and Performance (17 papers) and Behavioral Health and Interventions (16 papers). Ángel Abós is often cited by papers focused on Motivation and Self-Concept in Sports (54 papers), Sport Psychology and Performance (17 papers) and Behavioral Health and Interventions (16 papers). Ángel Abós collaborates with scholars based in Spain, Belgium and Estonia. Ángel Abós's co-authors include Luis García‐González, Javier Sevil‐Serrano, Alberto Aibar Solana, Leen Haerens, José Antonio Julián Clemente, Nathalie Aelterman, Rafael Burgueño, Eduardo Generelo, José Martín-Albó and Alexander Gil-Arias and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Environmental Research and Public Health and Sustainability.

In The Last Decade

Ángel Abós

61 papers receiving 856 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Ángel Abós Spain	18	594	294	240	161	153	68	880
Renata Cinelli Australia	11	474 0.8×	229 0.8×	169 0.7×	153 1.0×	108 0.7×	18	754
Pedro Saénz-López Buñuel Spain	16	638 1.1×	345 1.2×	284 1.2×	90 0.6×	132 0.9×	155	966
Alfonso Valero Valenzuela Spain	18	643 1.1×	280 1.0×	363 1.5×	320 2.0×	248 1.6×	145	1.0k
Ricardo Cuevas Spain	13	425 0.7×	150 0.5×	131 0.5×	99 0.6×	110 0.7×	31	677
Olga Kouli Greece	16	322 0.5×	193 0.7×	164 0.7×	79 0.5×	97 0.6×	36	622
Lavon Williams United States	13	630 1.1×	307 1.0×	226 0.9×	176 1.1×	54 0.4×	20	834
Rafael Burgueño Spain	16	408 0.7×	146 0.5×	176 0.7×	103 0.6×	121 0.8×	75	637
Νikolaos Digelidis Greece	14	593 1.0×	452 1.5×	551 2.3×	165 1.0×	163 1.1×	42	1.1k
Damien Tessier France	14	756 1.3×	395 1.3×	217 0.9×	253 1.6×	158 1.0×	39	1.0k
Michael Reinboth Norway	8	825 1.4×	531 1.8×	105 0.4×	261 1.6×	56 0.4×	16	993

Countries citing papers authored by Ángel Abós

Since Specialization

Citations

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

Fields of papers citing papers by Ángel Abós

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ángel Abós

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

Abós, Ángel, et al.. (2025). Does it matter whether physical education teachers combine structure with autonomy support rather than control? Differences in motivation for teaching and work-related outcomes. Physical Education and Sport Pedagogy. 1–18. 2 indexed citations

García‐González, Luis, et al.. (2025). How can Physical Education teachers’ high directiveness impact students’ experiences of enjoyment and boredom?. Psychology Society & Education. 17(1). 21–28.

García‐González, Luis, et al.. (2025). Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences. Teaching and Teacher Education. 159. 105003–105003. 2 indexed citations

López‐Gajardo, Miguel A., Miguel Ángel Tapia‐Serrano, Rafael Burgueño, et al.. (2025). Understanding motivational dynamics: Longitudinal associations between motivation and physical activity in children. Psychology of sport and exercise. 80. 102905–102905.

García‐González, Luis, et al.. (2024). ¿Qué mueve a profesores y profesoras de Educación Física en formación a impartir clase con distintos estilos (des)motivadores? Un estudio basado en el modelo circular. Journal of Teaching in Physical Education. 44(1). 182–195. 3 indexed citations

García‐González, Luis, et al.. (2024). ¿Cuántas horas de Educación Física desean los alumnos? Depende del estilo de docencia (des)motivadora que perciben. Apunts Educación Física y Deportes. 30–38. 1 indexed citations

García‐González, Luis, et al.. (2024). What factors are associated with physical education teachers’ (de)motivating teaching style? A circumplex approach. European Physical Education Review. 31(1). 87–108. 7 indexed citations

Abós, Ángel, et al.. (2024). Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning. European Physical Education Review. 30(4). 563–583. 7 indexed citations

Sevil‐Serrano, Javier, et al.. (2024). A motivational training program for secondary physical education teachers based on the circumplex model: a study protocol of a randomised controlled trial. Frontiers in Public Health. 12. 1461630–1461630. 1 indexed citations

10.

Abós, Ángel, et al.. (2024). Importancia de las Necesidades Psicológicas Básicas, la novedad y la variedad en el desarrollo de experiencias positivas del alumnado en Educación Física. Revista Española de Educación Física y Deportes. 438(1). 38–49. 1 indexed citations

11.

Haerens, Leen, et al.. (2022). Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion. Teaching and Teacher Education. 118. 103821–103821. 16 indexed citations

12.

Sevil‐Serrano, Javier, et al.. (2021). The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players. International Journal of Environmental Research and Public Health. 18(16). 8699–8699. 9 indexed citations

13.

Sevil‐Serrano, Javier, et al.. (2020). Orientaciones para la comunidad científica sobre el diseño, implementación y evaluación de intervenciones escolares sobre promoción de comportamientos saludables (Guidelines for the scientific community on the design, implementation, and evaluation of school-based interventions for promoting healthy behaviours). Cultura Ciencia y Deporte. 15(46). 4 indexed citations

14.

Solana, Alberto Aibar, et al.. (2019). "Hyperconnected” adolescents: sedentary screen time according to gender and type of day. SHILAP Revista de lepidopterología. 13 indexed citations

15.

Sevil‐Serrano, Javier, Luis García‐González, Ángel Abós, Eduardo Generelo, & Alberto Aibar Solana. (2018). Can High Schools Be an Effective Setting to Promote Healthy Lifestyles? Effects of a Multiple Behavior Change Intervention in Adolescents. Journal of Adolescent Health. 64(4). 478–486. 67 indexed citations

16.

Sevil‐Serrano, Javier, et al.. (2018). Análisis del compromiso deportivo de jóvenes waterpolistas: un estudio basado en la teoría de la autodeterminación. Revista iberoamericana de psicología del ejercicio y el deporte. 13(1). 111–119. 4 indexed citations

17.

Sevil‐Serrano, Javier, Alberto Aibar Solana, Luis García‐González, & Ángel Abós. (2017). El clima motivacional del docente de Educación Física: ¿Puede afectar a las calificaciones del alumnado?.. Zaguan (University of Zaragoza Repository). 98–102. 8 indexed citations

18.

Sevil‐Serrano, Javier, et al.. (2016). Effects of teaching style in the tagrugby unit on situational and contextual motivational variables. SHILAP Revista de lepidopterología. 1 indexed citations

19.

Sevil‐Serrano, Javier, et al.. (2016). Importance of support of the basic psychological needs in predisposition to different contents in Physical Education.. 3–8. 6 indexed citations

20.

Sevil‐Serrano, Javier, et al.. (2015). Efectos del género en la percepción de apoyo de las necesidades psicológicas básicas en educación física. Dialnet (Universidad de la Rioja). 114–124. 1 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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