Caroline Koh

799 total citations
34 papers, 509 citations indexed

About

Caroline Koh is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Caroline Koh has authored 34 papers receiving a total of 509 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 13 papers in Developmental and Educational Psychology and 10 papers in Social Psychology. Recurrent topics in Caroline Koh's work include Innovative Teaching and Learning Methods (11 papers), Motivation and Self-Concept in Sports (9 papers) and Education, Achievement, and Giftedness (6 papers). Caroline Koh is often cited by papers focused on Innovative Teaching and Learning Methods (11 papers), Motivation and Self-Concept in Sports (9 papers) and Education, Achievement, and Giftedness (6 papers). Caroline Koh collaborates with scholars based in Singapore, United Kingdom and Macao. Caroline Koh's co-authors include Woon Chia Liu, John Wang, Jessie Ee, Oon Seng Tan, Ying Hwa Kee, Kim Cheng Tan, Stefanie Chye, Mingming Zhou, Phillip A. Towndrow and James T. Neill and has published in prestigious journals such as Teaching and Teacher Education, British Journal of Educational Psychology and British Journal of Educational Technology.

In The Last Decade

Caroline Koh

26 papers receiving 456 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Caroline Koh Singapore	11	247	173	161	114	56	34	509
Maarten Pinxten Belgium	14	324 1.3×	221 1.3×	78 0.5×	273 2.4×	46 0.8×	27	619
Meghan Bathgate United States	14	467 1.9×	138 0.8×	188 1.2×	130 1.1×	30 0.5×	19	702
Catherine Milne United States	12	349 1.4×	79 0.5×	179 1.1×	73 0.6×	60 1.1×	46	556
Rebecca R. Steingut United States	12	335 1.4×	288 1.7×	150 0.9×	213 1.9×	51 0.9×	15	676
Joseph M. Furner United States	13	530 2.1×	98 0.6×	131 0.8×	180 1.6×	32 0.6×	48	756
Madhumita Bhattacharya New Zealand	8	602 2.4×	103 0.6×	259 1.6×	100 0.9×	113 2.0×	39	868
Evan J. Fishman United States	9	376 1.5×	52 0.3×	292 1.8×	80 0.7×	24 0.4×	11	553
María Luisa Sanz de Acedo Lizárraga Spain	13	183 0.7×	98 0.6×	135 0.8×	103 0.9×	42 0.8×	35	471
Betsy McCoach United States	5	189 0.8×	176 1.0×	105 0.7×	202 1.8×	28 0.5×	8	421
Ruth Harmsen Netherlands	6	560 2.3×	172 1.0×	333 2.1×	95 0.8×	49 0.9×	8	907

Countries citing papers authored by Caroline Koh

Since Specialization

Citations

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

Fields of papers citing papers by Caroline Koh

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Caroline Koh

This figure shows the co-authorship network connecting the top 25 collaborators of Caroline Koh. A scholar is included among the top collaborators of Caroline Koh 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 Caroline Koh. Caroline Koh is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Chye, Stefanie, et al.. (2024). The role of achievement emotions in team-based learning. Educational Research for Policy and Practice. 24(2). 313–325.

Chye, Stefanie, Mingming Zhou, Caroline Koh, & Woon Chia Liu. (2023). The economics of learning: tradeoffs in student teachers’ use of multipurpose digital portfolios. Technology Pedagogy and Education. 32(2). 151–169.

Koh, Caroline. (2020). A Qualitative Meta-Analysis on the Use of Serious Games to Support Learners with Intellectual and Developmental Disabilities: What We Know, What We Need to Know and What We Can Do. International Journal of Disability Development and Education. 69(3). 919–950. 12 indexed citations

Chye, Stefanie, Mingming Zhou, Caroline Koh, & Woon Chia Liu. (2019). Using e-portfolios to facilitate reflection: Insights from an activity theoretical analysis. Teaching and Teacher Education. 85. 24–35. 16 indexed citations

Koh, Caroline. (2015). Motivation, leadership and curriculum design : engaging the Net Generation and 21st century learners /. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 4 indexed citations

Koh, Caroline, et al.. (2014). A Phenomenographic Study of Students’ Conceptions of Formal Research Procedures. 8(2). 1–9.

Liu, Woon Chia, et al.. (2013). College students’ motivation and learning strategies profiles and academic achievement: a self-determination theory approach. Educational Psychology. 34(3). 338–353. 95 indexed citations

Zhou, Mingming, et al.. (2013). UNDERSTANDING TEACHER IDENTITY THROUGH THE USE OF EPORTFOLIOS WITH PRE-SERVICE TEACHERS. 20–27. 5 indexed citations

Koh, Caroline. (2012). Moral Development and Student Motivation in Moral Education: A Singapore Study. Australian Journal of Education. 56(1). 83–101. 16 indexed citations

10.

Tan, Kim Cheng, et al.. (2011). The value simulation‐based learning added to machining technology in Singapore. Educational Media International. 48(2). 127–137. 5 indexed citations

11.

Wang, John, Woon Chia Liu, Caroline Koh, Oon Seng Tan, & Jessie Ee. (2011). A motivational analysis of project work in Singapore using self-determination theory. 10 indexed citations

12.

Koh, Caroline, et al.. (2010). Challenges in Infusing Simulation-based Learning in Machining Technology at Temasek Polytechnic, Singapore. Global Learn. 2010(1). 1119–1128.

13.

Tan, Kim Cheng, et al.. (2009). Using simulations to enhance learning and motivation in machining technology. 3 indexed citations

14.

Ee, Jessie, John Wang, Caroline Koh, Oon Seng Tan, & Woon Chia Liu. (2009). Goal orientations and metacognitive skills of normal technical and normal academic students on project work. Asia Pacific Education Review. 10(3). 337–344. 13 indexed citations

15.

Liu, Woon Chia, John Wang, Oon Seng Tan, Jessie Ee, & Caroline Koh. (2008). Understanding students' motivation in project work: A 2×2 achievement goal approach. British Journal of Educational Psychology. 79(1). 87–106. 36 indexed citations

16.

Koh, Caroline. (2008). Exploring the use of 3D simulation-based learning to enhance the motivation of engineering students. 1 indexed citations

17.

Neill, James T., et al.. (2008). Project work and life skills: Psychometric properties of the life effectiveness questionnaire for project work. 23(1). 21–43. 10 indexed citations

18.

Koh, Caroline, Oon Seng Tan, John Wang, Jessie Ee, & Woon Chia Liu. (2007). Perceptions of low ability students on group project work and cooperative learning. Asia Pacific Education Review. 8(1). 89–99. 12 indexed citations

19.

Koh, Caroline. (2006). Reviewing the Link between Creativity and Madness: A Postmodern Perspective.. Educational Research Review. 1(7). 213–221. 6 indexed citations

20.

Koh, Caroline & David Galloway. (2006). Assessing motivational styles of students in the south-east Asian context of Singapore. Asia Pacific Education Review. 7(2). 184–194. 3 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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