Angelica Moè

2.9k total citations
65 papers, 2.0k citations indexed

About

Angelica Moè is a scholar working on Social Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Angelica Moè has authored 65 papers receiving a total of 2.0k indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Social Psychology, 26 papers in Education and 17 papers in Experimental and Cognitive Psychology. Recurrent topics in Angelica Moè's work include Spatial Cognition and Navigation (13 papers), Motivation and Self-Concept in Sports (12 papers) and Educational and Social Studies (9 papers). Angelica Moè is often cited by papers focused on Spatial Cognition and Navigation (13 papers), Motivation and Self-Concept in Sports (12 papers) and Educational and Social Studies (9 papers). Angelica Moè collaborates with scholars based in Italy, Israel and United Kingdom. Angelica Moè's co-authors include Idit Katz, Francesca Pazzaglia, Irena Burić, Lucia Ronconi, Rossana De Béni, Mara Cadinu, Marianna Alesi, Markus Hausmann, Marco Hirnstein and Chiara Meneghetti and has published in prestigious journals such as PLoS ONE, Computers & Education and Personality and Individual Differences.

In The Last Decade

Angelica Moè

62 papers receiving 1.9k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Angelica Moè Italy 27 841 776 467 424 347 65 2.0k
David I. Miller United States 13 388 0.5× 438 0.6× 466 1.0× 269 0.6× 385 1.1× 18 2.2k
Gerardo Ramirez United States 19 1.1k 1.3× 2.0k 2.6× 1.9k 4.1× 369 0.9× 691 2.0× 37 3.9k
Colleen M. Ganley United States 22 388 0.5× 1.2k 1.5× 859 1.8× 267 0.6× 528 1.5× 42 2.2k
Elizabeth A. Gunderson United States 23 924 1.1× 2.6k 3.4× 1.6k 3.5× 369 0.9× 1.3k 3.7× 49 4.4k
Martha Carr United States 29 291 0.3× 1.2k 1.6× 737 1.6× 194 0.5× 1.2k 3.5× 52 2.4k
Sara Caviola Italy 21 461 0.5× 631 0.8× 778 1.7× 67 0.2× 502 1.4× 37 2.0k
Richard De Lisi United States 16 178 0.2× 538 0.7× 375 0.8× 248 0.6× 492 1.4× 40 1.4k
David A. Rettinger United States 10 250 0.3× 155 0.2× 608 1.3× 262 0.6× 467 1.3× 17 2.0k
Isabelle D. Cherney United States 17 166 0.2× 406 0.5× 151 0.3× 301 0.7× 264 0.8× 36 1.2k
Jacquelynne E. Parsons United States 16 673 0.8× 1.3k 1.6× 1.2k 2.6× 166 0.4× 511 1.5× 26 2.6k

Countries citing papers authored by Angelica Moè

Since Specialization
Citations

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

Fields of papers citing papers by Angelica Moè

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Angelica Moè

This figure shows the co-authorship network connecting the top 25 collaborators of Angelica Moè. A scholar is included among the top collaborators of Angelica Moè 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 Angelica Moè. Angelica Moè 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.
2.
Xing, Qiang, et al.. (2024). Teacher Emotion Regulation in Chinese Rural and Urban Schools: Impact on Burnout and Teaching Styles. The Asia-Pacific Education Researcher. 35(1). 79–92. 1 indexed citations
3.
Xing, Qiang, et al.. (2024). Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived. Social Psychology of Education. 27(6). 2993–3017. 6 indexed citations
4.
Carbone, Elena, et al.. (2024). Emotion regulation, hope, and optimism during the third wave of the COVID-19 pandemic: The role of age and personality. PLoS ONE. 19(1). e0296205–e0296205. 6 indexed citations
5.
6.
Moè, Angelica, Piermarco Consiglio, & Idit Katz. (2022). Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration. Teaching and Teacher Education. 118. 103823–103823. 48 indexed citations
7.
Katz, Idit, Marianna Alesi, & Angelica Moè. (2022). Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration. Learning Disabilities Research and Practice. 37(4). 231–241. 7 indexed citations
8.
Moè, Angelica. (2018). Effects of Group Gender Composition on Mental Rotation Test Performance in Women. Archives of Sexual Behavior. 47(8). 2299–2305. 13 indexed citations
9.
Moè, Angelica, Francesca Pazzaglia, & Lucia Ronconi. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education. 26(5). 1145–1153. 195 indexed citations
10.
Moè, Angelica & Francesca Pazzaglia. (2010). Beyond genetics in Mental Rotation Test performance. Learning and Individual Differences. 20(5). 464–468. 31 indexed citations
11.
Moè, Angelica, et al.. (2007). Emozioni nello studio e successo accademico. Presentazione di uno strumento. Giornale italiano di psicologia. 451–464. 4 indexed citations
12.
Moè, Angelica, et al.. (2005). Stili attributivi motivazionali. Percorsi per migliorare le capacità di apprendimento in bambini dai 4 agli 11 anni. 1–129. 1 indexed citations
13.
Béni, Rossana De & Angelica Moè. (2003). Imagery and rehearsal as study strategies for written or orally presented passages. Psychonomic Bulletin & Review. 10(4). 975–980. 21 indexed citations
14.
Moè, Angelica & Rossana De Béni. (2003). Strategie e metodi di studio: Aspetti strategici, metacognitivi e motivazionali. Research Padua Archive (University of Padua). 1. 99–116. 1 indexed citations
15.
Béni, Rossana De, Angelica Moè, & Cesare Cornoldi. (2003). AMOS. Abilità e motivazione allo studio: prove di valutazione e orientamento. Research Padua Archive (University of Padua). 1–150. 9 indexed citations
16.
Moè, Angelica & Rossana De Béni. (2002). Stile attributivo, motivazione ad apprendere ed atteggiamento strategico. Una rassegna. Psicologia clinica dello sviluppo. 6(1). 5–36. 2 indexed citations
17.
Béni, Rossana De & Angelica Moè. (2000). L'efficacia delle mnemotecniche nello studio di brani. Giornale italiano di psicologia. 281–302. 2 indexed citations
18.
Béni, Rossana De, et al.. (1998). Sviluppo dello stile attributivo e relazioni con le componenti metacognitive in bambini dai 4 ai 10 anni. Psicologia clinica dello sviluppo. 2(2). 245–270. 4 indexed citations
19.
Moè, Angelica, et al.. (1998). Incoerenza strategica, metodo di studio e insuccesso scolastico. Research Padua Archive (University of Padua). 59. 567–576. 3 indexed citations
20.
Béni, Rossana De & Angelica Moè. (1997). Difficoltà di studio. Un intervento metacognitivo con studenti universitari. Psicologia clinica dello sviluppo. 1(3). 433–440. 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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