Anna Tapola

995 total citations
30 papers, 573 citations indexed

About

Anna Tapola is a scholar working on Experimental and Cognitive Psychology, Social Psychology and Education. According to data from OpenAlex, Anna Tapola has authored 30 papers receiving a total of 573 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Experimental and Cognitive Psychology, 13 papers in Social Psychology and 12 papers in Education. Recurrent topics in Anna Tapola's work include Education, Achievement, and Giftedness (17 papers), Motivation and Self-Concept in Sports (8 papers) and Innovative Teaching and Learning Methods (5 papers). Anna Tapola is often cited by papers focused on Education, Achievement, and Giftedness (17 papers), Motivation and Self-Concept in Sports (8 papers) and Innovative Teaching and Learning Methods (5 papers). Anna Tapola collaborates with scholars based in Finland, Sweden and Norway. Anna Tapola's co-authors include Markku Niemivirta, Heta Tuominen, Marjaana Veermans, Johan Korhonen, Pirjo Aunio, Tomi Jaakkola, Karin Linnanmäki, Mari–Pauliina Vainikainen, Attila Pásztor and Gyöngyvér Molnár and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and Teaching and Teacher Education.

In The Last Decade

Anna Tapola

26 papers receiving 537 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Anna Tapola Finland 12 307 263 253 154 65 30 573
Brigitte Maria Brisson Germany 8 335 1.1× 247 0.9× 288 1.1× 106 0.7× 52 0.8× 10 562
Amélie Roy Canada 5 193 0.6× 258 1.0× 325 1.3× 93 0.6× 84 1.3× 5 554
Faisal Abdelfattah Saudi Arabia 12 354 1.2× 278 1.1× 316 1.2× 103 0.7× 57 0.9× 23 681
Olga Godes United States 2 278 0.9× 224 0.9× 255 1.0× 141 0.9× 36 0.6× 2 545
Roch Chouinard Canada 12 254 0.8× 261 1.0× 366 1.4× 106 0.7× 55 0.8× 36 602
Gabriele Steuer Germany 13 257 0.8× 276 1.0× 297 1.2× 223 1.4× 66 1.0× 27 634
Jeanne M. Friedel United States 3 257 0.8× 219 0.8× 334 1.3× 117 0.8× 56 0.9× 4 560
Lannie Kanevsky Canada 11 280 0.9× 140 0.5× 258 1.0× 144 0.9× 61 0.9× 22 555
Sara M. Fulmer United States 10 203 0.7× 169 0.6× 305 1.2× 239 1.6× 36 0.6× 13 609

Countries citing papers authored by Anna Tapola

Since Specialization
Citations

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

Fields of papers citing papers by Anna Tapola

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Anna Tapola

This figure shows the co-authorship network connecting the top 25 collaborators of Anna Tapola. A scholar is included among the top collaborators of Anna Tapola 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 Anna Tapola. Anna Tapola 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.
Niemivirta, Markku, Anna Tapola, Heta Tuominen, & Jaana Viljaranta. (2023). Developmental trajectories of school‐beginners' ability self‐concept, intrinsic value and performance in mathematics. British Journal of Educational Psychology. 94(2). 441–459. 1 indexed citations
3.
Tapola, Anna, et al.. (2021). Temperamental Sensitivities Differentially Linked With Interest, Strain, and Effort Appraisals. Frontiers in Psychology. 11. 551806–551806. 2 indexed citations
4.
5.
Tapola, Anna, et al.. (2021). Mutual relationships between the levels of and changes in interest, self-efficacy, and perceived difficulty during task engagement. Learning and Individual Differences. 92. 102090–102090. 40 indexed citations
6.
Tapola, Anna, et al.. (2020). Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task. Frontiers in Education. 5. 51 indexed citations
7.
Tuominen, Heta, et al.. (2019). Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents’ educational and occupational aspirations. Learning and Instruction. 66. 101299–101299. 55 indexed citations
8.
Tapola, Anna, et al.. (2017). Predictive effects of temperament on motivation. SHILAP Revista de lepidopterología. 6(2). 148–148. 12 indexed citations
9.
Korhonen, Johan, Anna Tapola, Karin Linnanmäki, & Pirjo Aunio. (2016). Gendered pathways to educational aspirations: The role of academic self-concept, school burnout, achievement and interest in mathematics and reading. Learning and Instruction. 46. 21–33. 42 indexed citations
10.
Mononen, Riikka, Pirjo Aunio, & Anna Tapola. (2016). ThinkMath-verkkopalvelu. Matemaattisten taitojen tutkimukseen perustuva tukeminen. Duo Research Archive (University of Oslo). 26(4). 55–61.
11.
Aunio, Pirjo & Anna Tapola. (2015). Children with low performance in mathematics and interventions. 3(5). 664–667. 1 indexed citations
12.
Niemivirta, Markku, et al.. (2013). Tavoiteorientaatioprofiilit ja niiden yhteys tilannekohtaiseen motivaatioon ja päättelytehtävässä suoriutumiseen. Osteoarthritis and Cartilage. 44(5). 533–547.
13.
Tapola, Anna, Marjaana Veermans, & Markku Niemivirta. (2013). Predictors and outcomes of situational interest during a science learning task. Instructional Science. 41(6). 1047–1064. 74 indexed citations
14.
Tapola, Anna. (2013). Motivational dynamics in the learning context : Interaction of individual and situational factors. Työväentutkimus Vuosikirja.
15.
Gutzwiller‐Helfenfinger, Eveline & Anna Tapola. (2011). Sharing data in international research – A theoretical discussion on pros, cons, and solutions. : EARLI (European Association for Research on Learning and Instruction) conference in Exeter, the UK, 30 August–3 September 2011.. 1 indexed citations
16.
Tapola, Anna. (2011). Human dignity within teacher education: A matter of individualism, competitiveness, and strategic rationality. Teaching and Teacher Education. 27(8). 1245–1254. 5 indexed citations
17.
Niemivirta, Markku & Anna Tapola. (2007). Self-Efficacy, Interest, and Task Performance. Zeitschrift für Pädagogische Psychologie. 21(3/4). 241–250. 51 indexed citations
18.
Tapola, Anna & Markku Niemivirta. (2007). The role of achievement goal orientations in students' perceptions of and preferences for classroom environment. British Journal of Educational Psychology. 78(2). 291–312. 111 indexed citations
19.
Veermans, Marjaana & Anna Tapola. (2004). Primary school students' motivational profiles in longitudinal settings. Scandinavian Journal of Educational Research. 48(4). 373–395. 20 indexed citations
20.
Ilomäki, Liisa, et al.. (2001). Opettajien tieto- ja viestintätekniikan osaaminen ja käyttö sekä pedagoginen soveltaminen. Vertailututkimus helsinkiläisten opettajien käsityksistä vuosina 1997 ja 1999. Työväentutkimus Vuosikirja. 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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