Clarence Ng

1.4k total citations
57 papers, 775 citations indexed

About

Clarence Ng is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Clarence Ng has authored 57 papers receiving a total of 775 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Education, 26 papers in Developmental and Educational Psychology and 18 papers in Experimental and Cognitive Psychology. Recurrent topics in Clarence Ng's work include Education, Achievement, and Giftedness (16 papers), Innovative Teaching and Learning Methods (14 papers) and Writing and Handwriting Education (12 papers). Clarence Ng is often cited by papers focused on Education, Achievement, and Giftedness (16 papers), Innovative Teaching and Learning Methods (14 papers) and Writing and Handwriting Education (12 papers). Clarence Ng collaborates with scholars based in Australia, United States and Hong Kong. Clarence Ng's co-authors include Steve Graham, Brendan John Bartlett, A. Angelique Aitken, Karen R. Harris, Xinghua Liu, Peter Renshaw, Yoon‐Suk Hwang, Kit‐ling Lau, Tanya Santangelo and Michiko Nakano and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Review of Educational Research.

In The Last Decade

Clarence Ng

55 papers receiving 725 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Clarence Ng Australia	15	507	341	141	114	99	57	775
Michele Gregoire Gill United States	10	680 1.3×	277 0.8×	77 0.5×	110 1.0×	82 0.8×	20	901
Sharon Zumbrunn United States	14	869 1.7×	518 1.5×	146 1.0×	147 1.3×	187 1.9×	30	1.2k
Elmar Souvignier Germany	16	603 1.2×	553 1.6×	130 0.9×	106 0.9×	27 0.3×	74	977
Niklas Pramling Sweden	19	719 1.4×	246 0.7×	75 0.5×	89 0.8×	83 0.8×	82	966
Hyun Seon Ahn South Korea	8	293 0.6×	171 0.5×	194 1.4×	187 1.6×	62 0.6×	18	581
Yuriy V. Karpov United States	8	464 0.9×	413 1.2×	54 0.4×	69 0.6×	74 0.7×	16	863
Bong Gee Jang United States	13	510 1.0×	350 1.0×	137 1.0×	76 0.7×	96 1.0×	34	774
Christian Tarchi Italy	18	579 1.1×	613 1.8×	106 0.8×	40 0.4×	49 0.5×	68	971
Carl W. Swartz United States	9	517 1.0×	487 1.4×	180 1.3×	116 1.0×	63 0.6×	15	826
Christy Horn United States	9	423 0.8×	329 1.0×	139 1.0×	80 0.7×	89 0.9×	15	632

Countries citing papers authored by Clarence Ng

Since Specialization

Citations

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

Fields of papers citing papers by Clarence Ng

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Clarence Ng

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

Ng, Clarence & Steve Graham. (2025). Teachers’ goals for teaching writing to economically disadvantaged students: relations with beliefs and writing instruction. Reading and Writing. 39(1). 1–28. 1 indexed citations

Yeung, Siu Kit, Geetanjali Basarkod, Clarence Ng, et al.. (2025). Systematic review and meta-analysis of educational approaches to reduce cognitive biases among students. Nature Human Behaviour. 9(12). 2510–2538.

Ng, Clarence. (2024). Students' perezhivaniya and engagement in English language learning. Learning Culture and Social Interaction. 46. 100819–100819. 1 indexed citations

Graham, Steve, et al.. (2023). Writing Motivation Questionnaire: Factorial and Construct Validity with Middle School Students. Educational Psychology Review. 35(1). 6 indexed citations

Graham, Steve, et al.. (2021). Writing and Writing Motivation of Students Identified as English Language Learners. SHILAP Revista de lepidopterología. 11 indexed citations

Ng, Clarence, et al.. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research. 107. 101751–101751. 12 indexed citations

Ng, Clarence. (2021). Subject choice and perezhivanie in mathematics: a longitudinal case study. Educational Studies in Mathematics. 107(3). 547–563. 5 indexed citations

Graham, Steve, A. Angelique Aitken, Michael Hébert, et al.. (2020). Do children with reading difficulties experience writing difficulties? A meta-analysis.. Journal of Educational Psychology. 113(8). 1481–1506. 29 indexed citations

Ng, Clarence & Peter Renshaw. (2020). Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic: An Activity Theoretic Reflection. 5(2). 635–648. 12 indexed citations

10.

Ng, Clarence. (2019). Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in Distance Education. Distance Education. 40(4). 469–496. 23 indexed citations

11.

Ng, Clarence. (2018). Teachers’ professional selves and motivation for continuous professional learning amid education reforms. Asia-Pacific Journal of Teacher Education. 47(2). 118–136. 6 indexed citations

12.

Ng, Clarence & Steve Graham. (2018). Improving literacy engagement: enablers, challenges and catering for students from disadvantaged backgrounds. Journal of Research in Reading. 41(4). 615–624. 11 indexed citations

13.

Ng, Clarence. (2016). High School Students’ Motivation to Learn Mathematics: The Role of Multiple Goals. International Journal of Science and Mathematics Education. 16(2). 357–375. 15 indexed citations

14.

Ng, Clarence. (2015). Australian primary students’ motivation and learning intentions for extra-curricular music programmes. Music Education Research. 19(3). 276–291. 12 indexed citations

15.

Ng, Clarence, et al.. (2013). Improving Reading Performance for Economically Disadvantaged Students: Combining Strategy Instruction and Motivational Support. Reading Psychology. 34(3). 257–300. 12 indexed citations

16.

Ng, Clarence, et al.. (2011). Teachers’ perceptions of declining participation in school music. Research Studies in Music Education. 33(2). 123–142. 15 indexed citations

17.

Ng, Clarence. (2010). Do career goals promote continuous learning among practicing teachers?. Teachers and Teaching. 16(4). 397–422. 16 indexed citations

18.

Ng, Clarence & Peter Renshaw. (2009). Reforming learning : Concepts issues and practice in the Asia-Pacific region. Research Bank (Australian Catholic University). 5. 1–376. 11 indexed citations

19.

Ng, Clarence. (2008). Multiple‐goal learners and their differential patterns of learning. Educational Psychology. 28(4). 439–456. 25 indexed citations

20.

Ng, Clarence & Nan Bahr. (2000). Knowledge structures and motivation to learn: reciprocal effects. Griffith Research Online (Griffith University, Queensland, Australia). 16(1). 76–106. 3 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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