Chia‐Pin Kao

653 total citations
27 papers, 432 citations indexed

About

Chia‐Pin Kao is a scholar working on Education, Developmental and Educational Psychology and Gender Studies. According to data from OpenAlex, Chia‐Pin Kao has authored 27 papers receiving a total of 432 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 10 papers in Developmental and Educational Psychology and 8 papers in Gender Studies. Recurrent topics in Chia‐Pin Kao's work include Online and Blended Learning (11 papers), Gender and Technology in Education (8 papers) and Innovative Teaching and Learning Methods (6 papers). Chia‐Pin Kao is often cited by papers focused on Online and Blended Learning (11 papers), Gender and Technology in Education (8 papers) and Innovative Teaching and Learning Methods (6 papers). Chia‐Pin Kao collaborates with scholars based in Taiwan, United Kingdom and Australia. Chia‐Pin Kao's co-authors include Chin‐Chung Tsai, Ying‐Tien Wu, Kuen‐Yi Lin, Yu‐Yu Chang, Meilun Shih, Yu-Jung Chen, Paul J. Williams, Horng-Horng Lin, Michael Osborne and Yu‐Ching Lee and has published in prestigious journals such as Computers & Education, Teaching and Teacher Education and Studies in Higher Education.

In The Last Decade

Chia‐Pin Kao

26 papers receiving 390 citations

Peers

Chia‐Pin Kao

EDUCA

DEP

SPS

William Sugar United States

Regina Juchun Chu Taiwan

Jyh Chong Liang Taiwan

Scott McLeod United States

Avril Loveless United Kingdom

Pauline Swee Choo Goh Malaysia

Sharmila Pixy Ferris United States

Hanafi Atan Malaysia

Orit Avidov‐Ungar Israel

Erica R. Hamilton United States

William Sugar United States

Chia‐Pin Kao

428 ×1.6

EDUCA

104 ×1.1

DEP

81 ×0.9

SPS

144 ×1.8

96 ×1.3

Citations per year, relative to Chia‐Pin Kao Chia‐Pin Kao (= 1×) peers William Sugar

Countries citing papers authored by Chia‐Pin Kao

Since Specialization

Citations

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

Fields of papers citing papers by Chia‐Pin Kao

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Chia‐Pin Kao. 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 Chia‐Pin Kao. The network helps show where Chia‐Pin Kao may publish in the future.

Co-authorship network of co-authors of Chia‐Pin Kao

This figure shows the co-authorship network connecting the top 25 collaborators of Chia‐Pin Kao. A scholar is included among the top collaborators of Chia‐Pin Kao 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 Chia‐Pin Kao. Chia‐Pin Kao 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

Kao, Chia‐Pin, Kuen‐Yi Lin, & John Williams. (2025). The influence of STEAM-based block play on creative imagination and performance in preschool children: a latent growth curve model. International Journal of Technology and Design Education. 36(2). 465–482.

Kao, Chia‐Pin, et al.. (2024). Engaged and Being Inspired: How Science Volunteering Project Experience Drives Women’s Intention to Engage in Citizen Science?. Journal of Science Education and Technology. 34(1). 31–44. 1 indexed citations

Chang, Yu‐Yu, Chia‐Pin Kao, Kuen‐Yi Lin, & Michael Osborne. (2023). Factors driving volunteers’ interest in science careers: self-efficacy, social support and satisfaction. Current Psychology. 43(1). 223–233. 1 indexed citations

Kao, Chia‐Pin, et al.. (2022). Exploring the Mediator in Science Service Learning: Analysis of University Students’ Behavioural Intention to Use Digital Platforms. The Asia-Pacific Education Researcher. 32(6). 841–854. 7 indexed citations

Kao, Chia‐Pin, et al.. (2022). A study of the feasibility of a cross-college curriculum based on the experience of student cooperation. International Journal of Technology and Design Education. 33(1). 23–37. 2 indexed citations

Kao, Chia‐Pin, et al.. (2021). The practice of moving image education in preschool: children’s attitudes toward and impressions of slowmation. Interactive Learning Environments. 31(3). 1503–1513. 2 indexed citations

Chang, Yu‐Yu, et al.. (2021). Entrepreneurship education, academic major, and university students’ social entrepreneurial intention: the perspective of Planned Behavior Theory. Studies in Higher Education. 47(11). 2204–2223. 36 indexed citations

Kao, Chia‐Pin, et al.. (2020). Online academic learning beliefs and strategies: a comparison of preservice and in-service early childhood teachers. Online Information Review. 45(1). 65–83. 8 indexed citations

Kao, Chia‐Pin, et al.. (2020). ENHANCING VOLUNTEERS’ INTENTION TO ENGAGE IN CITIZEN SCIENCE: THE ROLES OF SELF-EFFICACY, SATISFACTION AND SCIENCE TRUST. Journal of Baltic Science Education. 19(2). 234–246. 11 indexed citations

10.

Kao, Chia‐Pin, et al.. (2020). Understanding Web-Based Professional Development in Education: The Role of Attitudes and Self-efficacy in Predicting Teachers’ Technology-Teaching Integration. The Asia-Pacific Education Researcher. 29(5). 405–415. 17 indexed citations

11.

Kao, Chia‐Pin, et al.. (2019). Aspects of socio-emotional learning in Taiwan’s pre-schools: an exploratory study of teachers’ perspectives. International journal of child care and education policy. 13(1). 12 indexed citations

12.

Chen, Yu-Jung, et al.. (2018). Online searching behaviours of preschool teachers: a comparison of pre-service and in-service teachers’ evaluation standards and searching strategies. Asia-Pacific Journal of Teacher Education. 47(1). 66–80. 19 indexed citations

13.

Kao, Chia‐Pin, et al.. (2017). Web-Searching To Learn: The Role of Internet Self-Efficacy in Pre-School Educators’ Conceptions and Approaches. Eurasia Journal of Mathematics Science and Technology Education. 13(6). 16 indexed citations

14.

Kao, Chia‐Pin. (2016). The effect of SDLR and self‐efficacy in preschool teachers by using WS learning. Journal of Computer Assisted Learning. 32(2). 128–138. 4 indexed citations

15.

Kao, Chia‐Pin, Chin‐Chung Tsai, & Meilun Shih. (2014). Development of a Survey to Measure Self-efficacy and Attitudes toward Web- based Professional Development among Elementary School Teachers. Educational Technology & Society. 17(4). 302–315. 29 indexed citations

16.

Lin, Kuen‐Yi, et al.. (2014). Examining the gaps between teaching and learning in the technology curriculum within Taiwan’s 9-year articulated curriculum reform from the perspective of curriculum implementation. International Journal of Technology and Design Education. 25(3). 363–385. 11 indexed citations

17.

Kao, Chia‐Pin, et al.. (2012). Examining the Relationship between Teachers' Attitudes and Motivation toward Web-Based Professional Development: A Structural Equation Modeling Approach.. The turkish online journal of educational technology. 11(2). 120–127. 12 indexed citations

18.

Shih, Meilun, et al.. (2011). Investigating University Student Learning Conceptions and Approaches of Web- Searching. International Conference on Computers in Education. 1 indexed citations

19.

Kao, Chia‐Pin, Ying‐Tien Wu, & Chin‐Chung Tsai. (2010). Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning. Teaching and Teacher Education. 27(2). 406–415. 82 indexed citations

20.

Kao, Chia‐Pin & Chin‐Chung Tsai. (2009). Teachers’ attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning. Computers & Education. 53(1). 66–73. 102 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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