Celeste Meijs

734 total citations
23 papers, 512 citations indexed

About

Celeste Meijs is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Education. According to data from OpenAlex, Celeste Meijs has authored 23 papers receiving a total of 512 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Developmental and Educational Psychology, 9 papers in Cognitive Neuroscience and 6 papers in Education. Recurrent topics in Celeste Meijs's work include Innovative Teaching and Learning Methods (7 papers), Reading and Literacy Development (5 papers) and Online and Blended Learning (4 papers). Celeste Meijs is often cited by papers focused on Innovative Teaching and Learning Methods (7 papers), Reading and Literacy Development (5 papers) and Online and Blended Learning (4 papers). Celeste Meijs collaborates with scholars based in Netherlands, Finland and United States. Celeste Meijs's co-authors include Petra P. M. Hurks, Jelle Jolles, Renske Wassenberg, Renate H. M. de Groot, Paul A. Kirschner, Hieronymus J.M. Gijselaers, Frans Feron, Wim Van der Elst, Kate M. Xu and Ruslan Leontjevas and has published in prestigious journals such as Frontiers in Psychology, Journal of Experimental Child Psychology and The Internet and Higher Education.

In The Last Decade

Celeste Meijs

23 papers receiving 483 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Celeste Meijs Netherlands	12	213	172	153	72	72	23	512
Darinka Radovic Chile	13	149 0.7×	215 1.3×	70 0.5×	59 0.8×	75 1.0×	27	508
Teresa Ober United States	10	181 0.8×	139 0.8×	64 0.4×	50 0.7×	104 1.4×	37	384
Elisabet Serrat Spain	13	276 1.3×	119 0.7×	128 0.8×	80 1.1×	62 0.9×	63	493
Vicky G. Spencer United States	14	319 1.5×	295 1.7×	119 0.8×	51 0.7×	21 0.3×	30	549
Claire M. Fletcher‐Flinn New Zealand	16	460 2.2×	323 1.9×	244 1.6×	45 0.6×	68 0.9×	31	746
Terrill F. Saxon United States	13	267 1.3×	267 1.6×	96 0.6×	135 1.9×	98 1.4×	27	632
Shanna E. Hirsch United States	17	424 2.0×	351 2.0×	143 0.9×	87 1.2×	47 0.7×	64	747
Guy Trainin United States	12	524 2.5×	373 2.2×	131 0.9×	38 0.5×	94 1.3×	49	821
Victoria Chan Canada	10	226 1.1×	314 1.8×	116 0.8×	50 0.7×	22 0.3×	15	765
Sarah E. Carlson United States	13	354 1.7×	206 1.2×	91 0.6×	73 1.0×	108 1.5×	28	652

Countries citing papers authored by Celeste Meijs

Since Specialization

Citations

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

Fields of papers citing papers by Celeste Meijs

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Celeste Meijs

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

Meijs, Celeste, et al.. (2022). Academic self-efficacy, self-esteem, and grit in higher online education: Consistency of interests predicts academic success. Social Psychology of Education. 25(4). 951–975. 30 indexed citations

Meijs, Celeste, et al.. (2021). The influence of sensory processing tools on attention and arithmetic performance in Dutch primary school children. Journal of Experimental Child Psychology. 209. 105143–105143. 6 indexed citations

Meijs, Celeste, Hieronymus J.M. Gijselaers, Kate M. Xu, Paul A. Kirschner, & Renate H. M. de Groot. (2021). The Relation Between Cognitively Measured Executive Functions and Reported Self-Regulated Learning Strategy Use in Adult Online Distance Education. Frontiers in Psychology. 12. 641972–641972. 6 indexed citations

Xu, Kate M., et al.. (2020). Measuring Perseverance and Passion in Distance Education Students: Psychometric Properties of the Grit Questionnaire and Associations With Academic Performance. Frontiers in Psychology. 11. 563585–563585. 12 indexed citations

Kreijns, Karel, Marjan Vermeulen, Arnoud T. Evers, & Celeste Meijs. (2019). The development of an instrument to measure teachers’ inquiry habit of mind. European Journal of Teacher Education. 42(3). 280–296. 11 indexed citations

Meijs, Celeste, et al.. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences. 73. 1–7. 98 indexed citations

Meijs, Celeste, et al.. (2018). Motivated strategies for learning questionnaire part B revisited: New subscales for an adult distance education setting. The Internet and Higher Education. 40. 1–11. 26 indexed citations

Meijs, Celeste, Fleur Prinsen, & Maarten de Laat. (2016). Social learning as approach for teacher professional development; how well does it suit them?. Educational Media International. 53(2). 85–102. 11 indexed citations

Meijs, Celeste, Petra P. M. Hurks, Renske Wassenberg, Frans Feron, & Jelle Jolles. (2015). Inter-individual differences in how presentation modality affects verbal learning performance in children aged 5 to 16. Child Neuropsychology. 22(7). 818–836. 3 indexed citations

10.

Meijs, Celeste & Maarten de Laat. (2012). Social Network Analyses (SNA) as a method to study the structure of contacts within teams of a school for secondary education. DSpace (Open University in the Netherlands). 2 indexed citations

11.

Meijs, Celeste, Petra P. M. Hurks, Nico Rozendaal, & Jelle Jolles. (2012). Serial and subjective clustering on a verbal learning test (VLT) in children aged 5–15: The nature of subjective clustering. Child Neuropsychology. 19(4). 385–399. 12 indexed citations

12.

Hurks, Petra P. M., et al.. (2011). Sex differences in arithmetical performance scores: Central tendency and variability. Learning and Individual Differences. 21(5). 549–554. 11 indexed citations

13.

Elst, Wim Van der, Petra P. M. Hurks, Renske Wassenberg, Celeste Meijs, & Jelle Jolles. (2011). Animal Verbal Fluency and Design Fluency in school-aged children: Effects of age, sex, and mean level of parental education, and regression-based normative data. Journal of Clinical and Experimental Neuropsychology. 33(9). 1005–1015. 70 indexed citations

14.

Elst, Wim Van der, Renske Wassenberg, Celeste Meijs, et al.. (2011). On the mediating effects of pregnancy and birth stress events on the relation between lateral preferences and cognitive functioning in healthy school-aged children. Journal of Clinical and Experimental Neuropsychology. 33(5). 548–558. 3 indexed citations

15.

Elst, Wim Van der, Celeste Meijs, Petra P. M. Hurks, et al.. (2010). Lateral preferences and their assessment in school-aged children. Laterality Asymmetries of Body Brain and Cognition. 16(2). 207–226. 11 indexed citations

16.

Elst, Wim Van der, Petra P. M. Hurks, Renske Wassenberg, et al.. (2010). On the association between lateral preferences and pregnancy/birth stress events in a nonclinical sample of school-aged children. Journal of Clinical and Experimental Neuropsychology. 33(1). 1–8. 17 indexed citations

17.

Hurks, Petra P. M., et al.. (2010). Developmental Changes in Semantic Verbal Fluency: Analyses of Word Productivity as a Function of Time, Clustering, and Switching. Child Neuropsychology. 16(4). 366–387. 95 indexed citations

18.

Ramakers, Inez H.G.B., Pieter Jelle Visser, Pauline Aalten, et al.. (2009). The Predictive Value of Memory Strategies for Alzheimer's Disease in Subjects with Mild Cognitive Impairment. Archives of Clinical Neuropsychology. 25(1). 71–77. 9 indexed citations

19.

Meijs, Celeste, Petra P. M. Hurks, Ariane C. Kalff, et al.. (2008). Differential Development of Learning Strategies on a Pictorial Verbal Learning Test (PVLT) in Primary-School Children. Child Neuropsychology. 15(3). 247–261. 10 indexed citations

20.

Wassenberg, Renske, Petra P. M. Hurks, Jos G.M. Hendriksen, et al.. (2008). Age-related improvement in complex language comprehension: Results of a cross-sectional study with 361 children aged 5 to 15. Journal of Clinical and Experimental Neuropsychology. 30(4). 435–448. 33 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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