Cheyeon Ha

1.0k total citations · 2 hit papers
26 papers, 555 citations indexed

About

Cheyeon Ha is a scholar working on Education, Clinical Psychology and Safety Research. According to data from OpenAlex, Cheyeon Ha has authored 26 papers receiving a total of 555 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Education, 9 papers in Clinical Psychology and 7 papers in Safety Research. Recurrent topics in Cheyeon Ha's work include Early Childhood Education and Development (11 papers), Parental Involvement in Education (6 papers) and Youth Development and Social Support (6 papers). Cheyeon Ha is often cited by papers focused on Early Childhood Education and Development (11 papers), Parental Involvement in Education (6 papers) and Youth Development and Social Support (6 papers). Cheyeon Ha collaborates with scholars based in United States, Qatar and South Korea. Cheyeon Ha's co-authors include Tim Pressley, Alysia D. Roehrig, Christina Cipriano, Joseph A. Durlak, Michael McCarthy, Jason C. Chow, Megan Kirk, Melissa Funaro, Lauren H. Naples and Almut K. Zieher and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Child Development.

In The Last Decade

Cheyeon Ha

24 papers receiving 534 citations

Hit Papers

The state of evidence for social and emotional learn... 2021 2026 2022 2024 2023 2021 50 100 150
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.

  1. The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions
    2023 175 citations Christina Cipriano, Michael J. Strambler et al. Child Development profile →
  2. Teacher stress and anxiety during COVID-19: An empirical study.
    2021 140 citations Tim Pressley, Cheyeon Ha et al. School Psychology profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Cheyeon Ha United States 9 300 255 134 85 72 26 555
Tuomo Virtanen Finland 13 369 1.2× 177 0.7× 184 1.4× 103 1.2× 70 1.0× 32 558
Chen Xie China 9 318 1.1× 153 0.6× 92 0.7× 81 1.0× 69 1.0× 13 476
Elina Saeki United States 10 300 1.0× 146 0.6× 179 1.3× 63 0.7× 61 0.8× 15 488
Amanda Mergler Australia 13 282 0.9× 100 0.4× 183 1.4× 64 0.8× 46 0.6× 26 494
Tim Pressley United States 9 317 1.1× 414 1.6× 256 1.9× 70 0.8× 37 0.5× 23 784
Tania Broadley Australia 9 284 0.9× 222 0.9× 124 0.9× 80 0.9× 79 1.1× 35 543
Hyeonsook Shin South Korea 8 358 1.2× 190 0.7× 173 1.3× 91 1.1× 104 1.4× 38 593
Michael Ben‐Avie United States 7 441 1.5× 153 0.6× 120 0.9× 73 0.9× 74 1.0× 20 584
Valeria Negovan Romania 8 392 1.3× 194 0.8× 203 1.5× 105 1.2× 98 1.4× 21 636
Karen Van Petegem Belgium 6 327 1.1× 132 0.5× 195 1.5× 58 0.7× 43 0.6× 6 506

Countries citing papers authored by Cheyeon Ha

Since Specialization
Citations

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

Fields of papers citing papers by Cheyeon Ha

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Cheyeon Ha

This figure shows the co-authorship network connecting the top 25 collaborators of Cheyeon Ha. A scholar is included among the top collaborators of Cheyeon Ha 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 Cheyeon Ha. Cheyeon Ha 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
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Ha, Cheyeon & Christina Cipriano. (2025). Trajectories of early adolescents' psychological factors and academic outcomes: Three-year longitudinal study. Journal of Applied Developmental Psychology. 99. 101831–101831. 1 indexed citations
3.
Ha, Cheyeon, Tim Pressley, & David T. Marshall. (2025). Teacher voices matter: The role of teacher autonomy in enhancing job satisfaction and mitigating burnout. PLoS ONE. 20(1). e0317471–e0317471. 1 indexed citations
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Ha, Cheyeon, Zi Jia Ng, & Christina Cipriano. (2024). Understanding students' emotion regulation strategy selection using network analysis approach. Personality and Individual Differences. 233. 112913–112913. 2 indexed citations
7.
Cipriano, Christina, et al.. (2024). A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students. SHILAP Revista de lepidopterología. 3. 100029–100029. 9 indexed citations
8.
Ha, Cheyeon, et al.. (2024). Affective Experiences of U.S. School Personnel in the Sociopolitical Context of 2021: Reflecting on the Past to Shape the Future. Education Sciences. 14(10). 1093–1093. 1 indexed citations
9.
Ha, Cheyeon, Qian Zhang, & Alysia D. Roehrig. (2024). Early adolescents’ motivational regulation and academic achievement: Using multi-level modeling analysis based on self-determination theory. Social Psychology of Education. 28(1). 2 indexed citations
10.
Ha, Cheyeon & Tim Pressley. (2024). Inner strength amidst pandemic: Teachers' self‐efficacy patterns and perceived personal accomplishments. Psychology in the Schools. 61(5). 1944–1961. 1 indexed citations
11.
Cipriano, Christina, Michael J. Strambler, Lauren H. Naples, et al.. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development. 94(5). 1181–1204. 175 indexed citations breakdown →
12.
Ha, Cheyeon. (2023). Students’ self-regulated learning strategies and science achievement: exploring the moderating effect of learners’ emotional skills. Cambridge Journal of Education. 53(4). 451–472. 7 indexed citations
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Ha, Cheyeon, Alysia D. Roehrig, & Qian Zhang. (2023). Self-regulated learning strategies and academic achievement in South Korean 6th-graders: A two-level hierarchical linear modeling analysis. PLoS ONE. 18(4). e0284385–e0284385. 11 indexed citations
15.
Ha, Cheyeon & Alysia D. Roehrig. (2022). Contribution of children's reading motivation and prosocial efficacy to reading growth. Learning and Individual Differences. 97. 102163–102163. 15 indexed citations
16.
Ha, Cheyeon. (2022). How to compare multiple intervention effects: Educational research using network meta-analysis. International Journal of Research & Method in Education. 46(1). 98–112. 2 indexed citations
17.
Pressley, Tim & Cheyeon Ha. (2021). Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19. Teaching and Teacher Education. 106. 103465–103465. 107 indexed citations
18.
Pressley, Tim & Cheyeon Ha. (2021). Teacher Exhaustion during COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety. The Teacher Educator. 57(1). 61–78. 30 indexed citations
19.
Pressley, Tim, et al.. (2021). Teacher stress and anxiety during COVID-19: An empirical study.. School Psychology. 36(5). 367–376. 140 indexed citations breakdown →
20.
Ha, Cheyeon & Soo Young Lee. (2014). The Effects of Team Based Learning Model in the Elementary Science Classroom on Academic Achievement and Emotional Intelligence. 20(1). 1–26. 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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