Barry Bai

2.9k total citations · 1 hit paper
69 papers, 2.0k citations indexed

About

Barry Bai is a scholar working on Education, Developmental and Educational Psychology and Language and Linguistics. According to data from OpenAlex, Barry Bai has authored 69 papers receiving a total of 2.0k indexed citations (citations by other indexed papers that have themselves been cited), including 40 papers in Education, 34 papers in Developmental and Educational Psychology and 26 papers in Language and Linguistics. Recurrent topics in Barry Bai's work include Innovative Teaching and Learning Methods (28 papers), EFL/ESL Teaching and Learning (26 papers) and Parental Involvement in Education (13 papers). Barry Bai is often cited by papers focused on Innovative Teaching and Learning Methods (28 papers), EFL/ESL Teaching and Learning (26 papers) and Parental Involvement in Education (13 papers). Barry Bai collaborates with scholars based in Hong Kong, China and Singapore. Barry Bai's co-authors include Jing Wang, Wenjuan Guo, Chuang Wang, Bin Shen, Youyan Nie, Huan Song, Ching Sing Chai, Rui Yuan, Ai Noi Lee and Guangwei Hu and has published in prestigious journals such as PLoS ONE, Computers & Education and TESOL Quarterly.

In The Last Decade

Barry Bai

59 papers receiving 1.9k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements

2020 249 citations Barry Bai, Jing Wang profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Barry Bai Hong Kong	23	980	874	734	379	375	69	2.0k
Ali H. Al‐Hoorie Saudi Arabia	23	703 0.7×	801 0.9×	1.1k 1.5×	424 1.1×	671 1.8×	66	2.4k
Phil Hiver United States	23	774 0.8×	830 0.9×	980 1.3×	410 1.1×	708 1.9×	62	2.3k
Mostafa Papi United States	21	559 0.6×	672 0.8×	1.1k 1.5×	475 1.3×	561 1.5×	34	2.0k
Mark Feng Teng Macao	30	1.1k 1.2×	1.4k 1.6×	1.2k 1.6×	172 0.5×	151 0.4×	149	2.6k
Ehsan Namaziandost Iran	29	1.1k 1.2×	831 1.0×	660 0.9×	99 0.3×	230 0.6×	148	2.2k
Alastair Henry Sweden	23	456 0.5×	548 0.6×	1.2k 1.6×	271 0.7×	332 0.9×	67	2.0k
Majid Elahi Shirvan Iran	24	331 0.3×	395 0.5×	658 0.9×	298 0.8×	797 2.1×	81	1.6k
Ema Ushioda United Kingdom	21	935 1.0×	872 1.0×	2.0k 2.7×	240 0.6×	335 0.9×	49	3.0k
Shulin Yu Macao	35	2.2k 2.3×	1.0k 1.1×	1.4k 2.0×	156 0.4×	199 0.5×	126	3.4k
Lindy Woodrow Australia	12	495 0.5×	478 0.5×	1.1k 1.4×	137 0.4×	304 0.8×	20	1.6k

Countries citing papers authored by Barry Bai

Since Specialization

Citations

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

Fields of papers citing papers by Barry Bai

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Barry Bai

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

Bai, Barry, et al.. (2025). The Cross‐Linguistic Transfer of Self‐Regulated Learning Strategy Use From L1 to L2: The Moderating Role of L2 Learning Motivation and Exposure. International Journal of Applied Linguistics.

He, Yulong, et al.. (2025). Risk factors and predictive model for postoperative cerebrospinal fluid leakage following endoscopic endonasal pituitary adenoma surgery: a retrospective study focusing on pneumocephalus and sellar floor bony window. Frontiers in Endocrinology. 16. 1695573–1695573.

Bai, Barry, et al.. (2025). Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach. Teaching and Teacher Education. 157. 104965–104965. 4 indexed citations

Ling, Wei, et al.. (2025). Body Mass Index and Lung Function in Hospitalized Severe AECOPD Patients: Investigating Nonlinear Associations and the Role of Hemoglobin. International Journal of COPD. Volume 20. 1309–1320. 1 indexed citations

Yin, Hongbiao, et al.. (2025). Three paradigms of inquiry into self-regulated learning (SRL): a critical analysis and ways to transformative and integrated practices. Asia Pacific Education Review. 26(3). 749–761.

Bai, Barry, et al.. (2025). The relationship between teachers’ support and students’ self-regulation in ESL collaborative learning in Hong Kong primary schools: the mediating role of students’ motivation. Innovation in Language Learning and Teaching. 1–20.

Nie, Youyan, et al.. (2025). Students’ outside school ICT use and academic performance: evidence from multiple PISA waves. Journal of Research on Technology in Education. 1–20.

Bai, Barry, et al.. (2025). Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers. Computers & Education. 232. 105295–105295. 1 indexed citations

Bai, Barry, et al.. (2025). When technology meets emotions: Exploring preschool teachers' emotion profiles in technology use. Computers & Education. 236. 105355–105355. 1 indexed citations

10.

Bai, Barry, et al.. (2025). Influences of Social Expectations and Perceived Adults' Growth Mindsets on School Students' Self‐Regulated Learning and English Learning Achievement. Psychology in the Schools. 62(6). 1678–1690. 1 indexed citations

11.

Shen, Bin & Barry Bai. (2024). Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention. System. 122. 103249–103249. 14 indexed citations

12.

Li, Jing & Barry Bai. (2024). Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach. Journal of Applied Developmental Psychology. 94. 101697–101697. 5 indexed citations

13.

Bai, Barry, et al.. (2024). Hong Kong students’ motivational beliefs and emotions in collaborative learning in ESL classrooms: influences of actual and self-perceived English proficiency. Social Psychology of Education. 28(1). 4 indexed citations

14.

Nie, Youyan, et al.. (2024). Outside School ICT Use for Learning and Science Performance: The Mediating Role of Motivation and Epistemological Beliefs. European Journal of Education. 60(1).

15.

Guo, Wenjuan, et al.. (2023). Influences of motivation and grit on students’ self-regulated learning and English learning achievement: A comparison between male and female students. System. 114. 103018–103018. 23 indexed citations

16.

Wang, Jing, Barry Bai, & Youyan Nie. (2022). Examining the Role of Perceived Classroom Goal Structures and Parents’ Goals in ESL/EFL Learners’ Achievement Goals, Engagement and Achievement. Scandinavian Journal of Educational Research. 67(5). 820–836. 11 indexed citations

17.

Bai, Barry, Youyan Nie, & Ai Noi Lee. (2020). Academic self-efficacy, task importance and interest: relations with English language learning in an Asian context. Journal of Multilingual and Multicultural Development. 43(5). 438–451. 55 indexed citations

18.

Bai, Barry, Jing Wang, & Youyan Nie. (2020). Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?. Cambridge Journal of Education. 51(1). 65–84. 94 indexed citations

19.

Bai, Barry & Huan Song. (2018). 21st century skills development through inquiry-based learning from theory to practice. Asia Pacific Journal of Education. 38(4). 584–586. 73 indexed citations

20.

Bai, Barry & Chung Kwan Lo. (2018). The Barriers of Technology Integration in Hong Kong Primary School English Education: Preliminary Findings and Recommendations for Future Practices. International Journal of Languages Literature and Linguistics. 4(4). 290–297. 16 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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