Chang-Dai Kim

629 total citations
44 papers, 434 citations indexed

About

Chang-Dai Kim is a scholar working on Social Psychology, Clinical Psychology and Education. According to data from OpenAlex, Chang-Dai Kim has authored 44 papers receiving a total of 434 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Social Psychology, 22 papers in Clinical Psychology and 9 papers in Education. Recurrent topics in Chang-Dai Kim's work include Counseling Practices and Supervision (12 papers), Child and Adolescent Psychosocial and Emotional Development (11 papers) and Youth Development and Social Support (6 papers). Chang-Dai Kim is often cited by papers focused on Counseling Practices and Supervision (12 papers), Child and Adolescent Psychosocial and Emotional Development (11 papers) and Youth Development and Social Support (6 papers). Chang-Dai Kim collaborates with scholars based in United States, South Korea and Australia. Chang-Dai Kim's co-authors include JoLynn V. Carney, Richard J. Hazler, Xiuyan Guo, Soon-Hyung Yi, Soon‐Beom Hong, Eun‐Jung Choi, Yanhong Liu, Murat Yücel, Jae-Won Kim and Sarah Whittle and has published in prestigious journals such as Brain Research, Brain and Cognition and Children and Youth Services Review.

In The Last Decade

Chang-Dai Kim

31 papers receiving 404 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Chang-Dai Kim United States 13 159 156 145 129 97 44 434
Peter Leeson Australia 11 205 1.3× 235 1.5× 204 1.4× 90 0.7× 40 0.4× 19 516
Cari Gillen‐O’Neel United States 10 246 1.5× 169 1.1× 151 1.0× 283 2.2× 65 0.7× 14 576
T. Kathy United States 10 81 0.5× 176 1.1× 155 1.1× 49 0.4× 87 0.9× 20 417
Michiel Westenberg Netherlands 7 102 0.6× 126 0.8× 198 1.4× 60 0.5× 210 2.2× 9 493
Andrea Smorti Italy 13 138 0.9× 109 0.7× 186 1.3× 87 0.7× 95 1.0× 53 499
Jennifer Louie United States 10 80 0.5× 182 1.2× 223 1.5× 97 0.8× 48 0.5× 15 456
Siyuan Huang United States 9 73 0.5× 112 0.7× 114 0.8× 60 0.5× 70 0.7× 15 329
Yayouk E. Willems Netherlands 8 156 1.0× 250 1.6× 156 1.1× 107 0.8× 27 0.3× 19 520
Beate Wold Hygen Norway 12 368 2.3× 188 1.2× 97 0.7× 254 2.0× 39 0.4× 20 568
Ling‐Xiang Xia China 17 161 1.0× 393 2.5× 423 2.9× 63 0.5× 158 1.6× 67 775

Countries citing papers authored by Chang-Dai Kim

Since Specialization
Citations

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

Fields of papers citing papers by Chang-Dai Kim

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Chang-Dai Kim. 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 Chang-Dai Kim. The network helps show where Chang-Dai Kim may publish in the future.

Co-authorship network of co-authors of Chang-Dai Kim

This figure shows the co-authorship network connecting the top 25 collaborators of Chang-Dai Kim. A scholar is included among the top collaborators of Chang-Dai Kim 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 Chang-Dai Kim. Chang-Dai Kim 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.
Kim, Chang-Dai, et al.. (2024). Theory‐informed school counseling: Increasing efficacy through prevention‐focused practice and outcome research. Journal of Counseling & Development. 102(2). 226–238. 5 indexed citations
2.
White, Duanne, et al.. (2024). Using Vision Boards to Support the Development of Early Student Counselors. Journal of Creativity in Mental Health. 20(2). 267–282.
3.
Li, Dan, et al.. (2024). Meta‐analysis of social and emotional learning interventions delivered by school counselors. Journal of Counseling & Development. 103(1). 39–48. 3 indexed citations
4.
Johnson, Kaprea F., et al.. (2023). School counseling prevention programming to address social determinants of mental health. Journal of Counseling & Development. 101(4). 402–415. 8 indexed citations
5.
Kim, Chang-Dai, et al.. (2022). The role of developmental assets in childhood career development. The Career Development Quarterly. 70(2). 98–109. 3 indexed citations
6.
Taylor, Margot J., et al.. (2021). Attachment security and striatal functional connectivity in typically developing children. Developmental Cognitive Neuroscience. 48. 100914–100914. 6 indexed citations
7.
Liu, Yanhong, Chang-Dai Kim, JoLynn V. Carney, Kyung Sun Chung, & Richard J. Hazler. (2020). Individual and Contextual Factors Associated With School Connectedness in the Context of Counseling in Schools. Journal of Counseling & Development. 98(4). 391–401. 16 indexed citations
8.
Kim, Chang-Dai, et al.. (2019). What Influences the Decision to Get Counseling? Understanding the Help-Seeking Decisions using the Prototype Willingness Model. Korea Journal of Counseling. 20(1). 21–37. 1 indexed citations
9.
Kim, Chang-Dai, et al.. (2019). The relation of social skills and school climate of diversity to children's life satisfaction: The mediating role of school connectedness. Psychology in the Schools. 56(6). 1023–1036. 23 indexed citations
10.
Taylor, Margot J., et al.. (2018). The neural correlates of attachment security in typically developing children. Brain and Cognition. 124. 47–56. 18 indexed citations
11.
Taylor, Margot J., et al.. (2018). Gaming-addicted teens identify more with their cyber-self than their own self: Neural evidence. Psychiatry Research Neuroimaging. 279. 51–59. 28 indexed citations
12.
Woo, Hongryun, Sang Min Park, & Chang-Dai Kim. (2017). Job satisfaction as a moderator on the relationship between burnout and scholarly productivity among counseling faculty in the U.S.. Asia Pacific Education Review. 18(4). 573–583. 14 indexed citations
13.
Choi, Eun‐Jung, et al.. (2016). The Distribution of Attachment Types and Their Characteristics in Middle Childhood Boys. Korean Journal of Child Studies. 37(5). 5–18. 1 indexed citations
14.
Hong, Soon‐Beom, Ben J. Harrison, Orwa Dandash, et al.. (2014). A selective involvement of putamen functional connectivity in youth with internet gaming disorder. Brain Research. 1602. 85–95. 49 indexed citations
15.
Hong, Soon‐Beom, Jae‐Won Kim, Eun‐Jung Choi, et al.. (2013). Reduced orbitofrontal cortical thickness in male adolescents with internet addiction. Behavioral and Brain Functions. 9(1). 11–11. 98 indexed citations
16.
Kim, Chang-Dai, et al.. (2012). A Qualitative Study on Counseling Process with Low Effects. Korea Journal of Counseling. 13(1). 71–97.
17.
Kim, Chang-Dai, et al.. (2011). An Exploratory Study on the Competency Model for Career Counseling Professionals. Asian Journal of Education. 12(2). 241–268. 1 indexed citations
18.
19.
Kim, Chang-Dai, et al.. (2011). Development of Love Relationship Scale. Korea Journal of Counseling. 12(1). 219–241.
20.
Kim, Chang-Dai, et al.. (2011). A Qualitative Study on Client’s Experience in Counseling with Low Effects. Korea Journal of Counseling. 12(6). 1977–2005.

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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2026