Carla Quesada‐Pallarès

711 total citations
54 papers, 452 citations indexed

About

Carla Quesada‐Pallarès is a scholar working on Education, Applied Psychology and Social Psychology. According to data from OpenAlex, Carla Quesada‐Pallarès has authored 54 papers receiving a total of 452 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 22 papers in Applied Psychology and 10 papers in Social Psychology. Recurrent topics in Carla Quesada‐Pallarès's work include Human Resource Development and Performance Evaluation (21 papers), Higher Education Teaching and Evaluation (11 papers) and Education and Teacher Training (6 papers). Carla Quesada‐Pallarès is often cited by papers focused on Human Resource Development and Performance Evaluation (21 papers), Higher Education Teaching and Evaluation (11 papers) and Education and Teacher Training (6 papers). Carla Quesada‐Pallarès collaborates with scholars based in Spain, United Kingdom and Netherlands. Carla Quesada‐Pallarès's co-authors include Andreas Gegenfurtner, Pilar Pineda i Herrero, Maximilian Knogler, Nigel Lockett, Karen Williams Middleton, Antonio Padilla Meléndez, Sarah Jack, Mònica Feixas i Condom, Angelina Sánchez Martí and Agnès Ros‐Morente and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Environmental Research and Public Health and Frontiers in Psychology.

In The Last Decade

Carla Quesada‐Pallarès

49 papers receiving 424 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Carla Quesada‐Pallarès Spain	12	218	128	98	72	66	54	452
Olusegun Agboola Sogunro United States	9	183 0.8×	31 0.2×	55 0.6×	76 1.1×	37 0.6×	12	390
Vishal Arghode United States	11	193 0.9×	24 0.2×	57 0.6×	78 1.1×	28 0.4×	23	373
Janine van der Rijt Netherlands	10	270 1.2×	29 0.2×	87 0.9×	55 0.8×	17 0.3×	13	473
Adam M. Kanar Canada	10	117 0.5×	42 0.3×	148 1.5×	83 1.2×	35 0.5×	23	445
Kristin Knipfer Germany	11	80 0.4×	36 0.3×	110 1.1×	59 0.8×	23 0.3×	32	401
Kim A. Stewart United States	11	335 1.5×	24 0.2×	71 0.7×	126 1.8×	259 3.9×	29	704
Marie Volpe	4	152 0.7×	38 0.3×	139 1.4×	33 0.5×	28 0.4×	4	349
Guangrong Dai United States	10	52 0.2×	86 0.7×	183 1.9×	137 1.9×	67 1.0×	17	399
Marijke Kehrhahn United States	9	140 0.6×	112 0.9×	141 1.4×	56 0.8×	12 0.2×	15	369
Laura A. Schindler United States	4	313 1.4×	25 0.2×	41 0.4×	24 0.3×	16 0.2×	5	486

Countries citing papers authored by Carla Quesada‐Pallarès

Since Specialization

Citations

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

Fields of papers citing papers by Carla Quesada‐Pallarès

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Carla Quesada‐Pallarès. 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 Carla Quesada‐Pallarès. The network helps show where Carla Quesada‐Pallarès may publish in the future.

Co-authorship network of co-authors of Carla Quesada‐Pallarès

This figure shows the co-authorship network connecting the top 25 collaborators of Carla Quesada‐Pallarès. A scholar is included among the top collaborators of Carla Quesada‐Pallarès 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 Carla Quesada‐Pallarès. Carla Quesada‐Pallarès 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

Quesada‐Pallarès, Carla, et al.. (2025). Validación del modelo CIMEP para el desarrollo de la competencia investigadora en maestros de educación primaria. Revista Complutense de Educación. 36(1). 53–68.

Nadal, Cristina Torrelles, et al.. (2023). Transfer of learning factors model applied to in-service teachers of early childhood care and education in Puebla, Mexico. Educar. 60(1). 199–215. 2 indexed citations

Quesada‐Pallarès, Carla, et al.. (2023). Early childhood educators' self-efficacy, science perceptions, and professional development experiences in the Southeastern U.S. and Catalonia. Didáctica de las Ciencias Experimentales y Sociales. 69–82. 1 indexed citations

Quesada‐Pallarès, Carla, et al.. (2023). Patrones de aprendizaje de estudiantes de posgrado en salud pública: relaciones con la identidad, la formación y el trabajo de profesores enBrasil. Educación Médica. 24(4). 100829–100829. 3 indexed citations

Ros‐Morente, Agnès, et al.. (2022). Evaluation of Happy Sport, an Emotional Education Program for Assertive Conflict Resolution in Sports. International Journal of Environmental Research and Public Health. 19(5). 2596–2596. 12 indexed citations

Barrera, María Laura de la, et al.. (2021). Experiencias iniciales del desarrollo y su relación con los procesos de aprendizaje en la adolescencia. Bordón Revista de Pedagogía. 73(3). 99–114. 3 indexed citations

Middleton, Karen Williams, Antonio Padilla Meléndez, Nigel Lockett, Carla Quesada‐Pallarès, & Sarah Jack. (2019). The university as an entrepreneurial learning space. International Journal of Entrepreneurial Behaviour & Research. 26(5). 887–909. 45 indexed citations

Quesada‐Pallarès, Carla, et al.. (2019). Online vs. Classroom Learning: Examining Motivational and Self-Regulated Learning Strategies Among Vocational Education and Training Students. Frontiers in Psychology. 10. 2795–2795. 32 indexed citations

Herrero, Pilar Pineda i, et al.. (2017). ¿Es eficaz la formación en la Administración pública española?: evaluación de la transferencia de los aprendizajes con el modelo FET. White Rose Research Online (University of Leeds, The University of Sheffield, University of York). 30(30). 31–48. 1 indexed citations

10.

Quesada‐Pallarès, Carla, et al.. (2017). ¿Cómo aprende el profesorado universitario español? Comprendiendo el uso de estrategias de aprendizaje. Revista de educación. 2017(376). 135–162. 3 indexed citations

11.

Quesada‐Pallarès, Carla, et al.. (2015). Factors affecting spanish and catalan women participation in training. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 6(1). 13. 1 indexed citations

12.

Quesada‐Pallarès, Carla, et al.. (2015). La eficacia de la formación de los trabajadores de la administración pública española: comparando la formación presencial con el eLearning. White Rose Research Online (University of Leeds, The University of Sheffield, University of York). 107–132. 9 indexed citations

13.

Herrero, Pilar Pineda i, et al.. (2014). ¿Cómo saber si la formación genera resultados? El modelo FET de evaluación de la transferencia. Capital humano: revista para la integración y desarrollo de los recursos humanos. 27(292). 74–80. 3 indexed citations

14.

Quesada‐Pallarès, Carla. (2014). ¿Se puede predecir la transferencia de los aprendizajes al lugar de trabajo?: Validación del Modelo de Predicción de la Transferencia. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 3 indexed citations

15.

Quesada‐Pallarès, Carla, et al.. (2013). La formació als centres de treball. Tendències de desenvolupament i factors d'èxit per l'eficàcia als cicles formatius. Temps d'educació. 279–298. 3 indexed citations

16.

Knogler, Maximilian, Andreas Gegenfurtner, & Carla Quesada‐Pallarès. (2013). Social Design in Digital Simulations: Effects of Single versus Multi-Player Simulations on Efficacy Beliefs and Transfer.. OPUS (Augsburg University). 293–294. 3 indexed citations

17.

Quesada‐Pallarès, Carla, et al.. (2013). Buenas prácticas para el uso didáctico de las aulas 2.0: formación, modelos didácticos, ventajas e inconvenientes. SHILAP Revista de lepidopterología. 31(1). 213–234. 1 indexed citations

18.

Herrero, Pilar Pineda i & Carla Quesada‐Pallarès. (2013). Evaluación de la transferencia de la formación continua mediante el modelo ETF de factores. SHILAP Revista de lepidopterología. 61(1). 1–11. 6 indexed citations

19.

Herrero, Pilar Pineda i, et al.. (2012). ¿Es eficaz la formación continua en España?: diagnóstico mediante el Learning Transfer-System Inventory. Capital humano: revista para la integración y desarrollo de los recursos humanos. 25(265). 82–87. 1 indexed citations

20.

Quesada‐Pallarès, Carla, et al.. (2010). The "working-group" as an innovator method of teacher training to enhancing transfer of learning. Revista Española de Pedagogía. 68(246). 281–296. 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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