Chris Masui

620 total citations
11 papers, 404 citations indexed

About

Chris Masui is a scholar working on Education, Developmental and Educational Psychology and Human Factors and Ergonomics. According to data from OpenAlex, Chris Masui has authored 11 papers receiving a total of 404 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Education, 6 papers in Developmental and Educational Psychology and 1 paper in Human Factors and Ergonomics. Recurrent topics in Chris Masui's work include Innovative Teaching and Learning Methods (6 papers), Innovations in Educational Methods (3 papers) and Educational Strategies and Epistemologies (3 papers). Chris Masui is often cited by papers focused on Innovative Teaching and Learning Methods (6 papers), Innovations in Educational Methods (3 papers) and Educational Strategies and Epistemologies (3 papers). Chris Masui collaborates with scholars based in Belgium. Chris Masui's co-authors include Erik De Corte, Lieven Verschaffel, Sarah Doumen, Geert Molenberghs, Elke Van Steendam, Mariet Raedts, Luc De Grez and Jan Van Damme and has published in prestigious journals such as Learning and Instruction, Studies in Higher Education and British Journal of Educational Psychology.

In The Last Decade

Chris Masui

8 papers receiving 350 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Chris Masui Belgium	6	287	224	56	47	40	11	404
Stephanie Herppich Germany	8	311 1.1×	174 0.8×	29 0.5×	48 1.0×	13 0.3×	17	386
Marjolein Deunk Netherlands	9	332 1.2×	159 0.7×	30 0.5×	37 0.8×	26 0.7×	30	467
Sibel Kaya Türkiye	12	292 1.0×	109 0.5×	53 0.9×	48 1.0×	14 0.3×	43	383
Patricia A. Pokay United States	4	194 0.7×	164 0.7×	105 1.9×	127 2.7×	25 0.6×	8	336
LuAnn Jordan United States	12	361 1.3×	243 1.1×	41 0.7×	18 0.4×	28 0.7×	18	515
Ulrike-Marie Krause Germany	10	224 0.8×	159 0.7×	30 0.5×	46 1.0×	34 0.8×	27	317
Sydney Farivar United States	6	434 1.5×	442 2.0×	62 1.1×	32 0.7×	16 0.4×	12	569
Andria Young United States	5	314 1.1×	200 0.9×	47 0.8×	16 0.3×	67 1.7×	7	415
Tuike Iiskala Finland	9	322 1.1×	329 1.5×	75 1.3×	41 0.9×	52 1.3×	13	483
Benjamin Herbert Germany	5	363 1.3×	97 0.4×	112 2.0×	78 1.7×	22 0.6×	7	462

Countries citing papers authored by Chris Masui

Since Specialization

Citations

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

Fields of papers citing papers by Chris Masui

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Chris Masui

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

All Works

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11 of 11 papers shown

Raedts, Mariet, et al.. (2017). The effects of different types of video modelling on undergraduate students' motivation and learning in an academic writing course. Journal of Writing Research. 8(3). 399–435. 14 indexed citations

Doumen, Sarah, et al.. (2013). The role of self-study time in freshmen’s achievement. Educational Psychology. 34(3). 385–402. 23 indexed citations

Masui, Chris, et al.. (2012). Do diligent students perform better? Complex relations between student and course characteristics, study time, and academic performance in higher education. Studies in Higher Education. 39(4). 621–643. 70 indexed citations

Doumen, Sarah, et al.. (2011). Study time and academic performance: A conditional relation?. Document Server@UHasselt (UHasselt).

Doumen, Sarah, et al.. (2011). The role of affective-motivational factors in freshmen's study time investment. Document Server@UHasselt (UHasselt). 3 indexed citations

Corte, Erik De & Chris Masui. (2009). Design and evaluation of a learning environment for self-regulation strategies: an intervention study in Higher Education. Lirias (KU Leuven). 172–183. 2 indexed citations

Corte, Erik De & Chris Masui. (2008). Enhancing the Learning Proficiency of Students in Higher Education. Lirias (KU Leuven). 2008(2). 1 indexed citations

Masui, Chris & Erik De Corte. (2005). Learning to reflect and to attribute constructively as basic components of self‐regulated learning. British Journal of Educational Psychology. 75(3). 351–372. 121 indexed citations

Corte, Erik De, Lieven Verschaffel, & Chris Masui. (2004). The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving. European Journal of Psychology of Education. 19(4). 365–384. 106 indexed citations

10.

Masui, Chris & Erik De Corte. (1999). Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools. Learning and Instruction. 9(6). 517–542. 64 indexed citations

11.

Damme, Jan Van & Chris Masui. (1980). Locus of Control and Other Student Characteristics in Interaction with the Personalized System of Instruction versus Lectures. Report No. 20..

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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