Danny Kostons

1.7k total citations
17 papers, 1.1k citations indexed

About

Danny Kostons is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Danny Kostons has authored 17 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Developmental and Educational Psychology, 7 papers in Experimental and Cognitive Psychology and 6 papers in Education. Recurrent topics in Danny Kostons's work include Innovative Teaching and Learning Methods (9 papers), Visual and Cognitive Learning Processes (6 papers) and Children's Physical and Motor Development (5 papers). Danny Kostons is often cited by papers focused on Innovative Teaching and Learning Methods (9 papers), Visual and Cognitive Learning Processes (6 papers) and Children's Physical and Motor Development (5 papers). Danny Kostons collaborates with scholars based in Netherlands, Australia and Germany. Danny Kostons's co-authors include Greetje van der Werf, Hester de Boer, Tamara van Gog, Fred Paas, Charlotte Dignath, Niek van den Bogert, Wim Jochems, Jan van Bruggen, Roel Bosker and Anne G. M. de Bruijn and has published in prestigious journals such as Computers & Education, Teaching and Teacher Education and Journal of Sports Sciences.

In The Last Decade

Danny Kostons

17 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Danny Kostons Netherlands	14	683	606	239	139	98	17	1.1k
Naomi J. Aldrich United States	10	516 0.8×	656 1.1×	274 1.1×	118 0.8×	53 0.5×	15	1.2k
Melissa Duffy Canada	14	438 0.6×	358 0.6×	141 0.6×	93 0.7×	184 1.9×	33	911
Gregory L. Callan United States	17	536 0.8×	390 0.6×	366 1.5×	224 1.6×	80 0.8×	33	934
Vincent Hoogerheide Netherlands	20	632 0.9×	452 0.7×	609 2.5×	153 1.1×	126 1.3×	36	1.1k
David Tzuriel Israel	24	1.3k 1.9×	515 0.8×	339 1.4×	108 0.8×	29 0.3×	83	1.8k
Jamie Jirout United States	13	400 0.6×	523 0.9×	362 1.5×	126 0.9×	21 0.2×	22	1.1k
Stephanie Pieschl Germany	14	600 0.9×	491 0.8×	147 0.6×	165 1.2×	71 0.7×	33	996
Lucia Ronconi Italy	4	326 0.5×	414 0.7×	252 1.1×	265 1.9×	65 0.7×	9	819
Mari–Pauliina Vainikainen Finland	19	252 0.4×	432 0.7×	302 1.3×	168 1.2×	33 0.3×	68	937
Kit S. Double Australia	14	341 0.5×	459 0.8×	257 1.1×	460 3.3×	46 0.5×	37	1.3k

Countries citing papers authored by Danny Kostons

Since Specialization

Citations

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

Fields of papers citing papers by Danny Kostons

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Danny Kostons

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

All Works

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17 of 17 papers shown

Bruijn, Anne G. M. de, Irene M. J. van der Fels, Remco J. Renken, et al.. (2021). Differential effects of long-term aerobic versus cognitively-engaging physical activity on children’s visuospatial working memory related brain activation: A cluster RCT. Brain and Cognition. 155. 105812–105812. 16 indexed citations

Fels, Irene M. J. van der, Anne G. M. de Bruijn, Remco J. Renken, et al.. (2020). Relationships between gross motor skills, cardiovascular fitness, and visuospatial working memory-related brain activation in 8- to 10-year-old children. Cognitive Affective & Behavioral Neuroscience. 20(4). 842–858. 9 indexed citations

Bruijn, Anne G. M. de, Danny Kostons, Irene M. J. van der Fels, et al.. (2020). Effects of aerobic and cognitively-engaging physical activity on academic skills: A cluster randomized controlled trial. Journal of Sports Sciences. 38(15). 1806–1817. 33 indexed citations

Bruijn, Anne G. M. de, Danny Kostons, Irene M. J. van der Fels, et al.. (2019). Importance of aerobic fitness and fundamental motor skills for academic achievement. Psychology of sport and exercise. 43. 200–209. 36 indexed citations

Kostons, Danny, et al.. (2018). The anonymous reviewer: the relationship between perceived expertise and the perceptions of peer feedback in higher education. Assessment & Evaluation in Higher Education. 43(8). 1258–1271. 32 indexed citations

Boer, Hester de, et al.. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review. 24. 98–115. 128 indexed citations

Bruijn, Anne G. M. de, Esther Hartman, Danny Kostons, C. Visscher, & Roel Bosker. (2017). Exploring the relations among physical fitness, executive functioning, and low academic achievement. Journal of Experimental Child Psychology. 167. 204–221. 57 indexed citations

Kostons, Danny & Björn B. de Koning. (2017). Does visualization affect monitoring accuracy, restudy choice, and comprehension scores of students in primary education?. Contemporary Educational Psychology. 51. 1–10. 16 indexed citations

Kostons, Danny & Greetje van der Werf. (2015). The effects of activating prior topic and metacognitive knowledge on text comprehension scores. British Journal of Educational Psychology. 85(3). 264–275. 34 indexed citations

10.

Boer, Hester de, et al.. (2013). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review. 11. 1–26. 299 indexed citations

11.

Boer, Hester de, et al.. (2013). Effective Strategies for Self-regulated Learning : A Meta-Analysis. University of Groningen research database (University of Groningen / Centre for Information Technology). 48 indexed citations

12.

Bogert, Niek van den, Jan van Bruggen, Danny Kostons, & Wim Jochems. (2013). First steps into understanding teachers' visual perception of classroom events. Teaching and Teacher Education. 37. 208–216. 143 indexed citations

13.

Kostons, Danny, Tamara van Gog, & Fred Paas. (2011). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction. 22(2). 121–132. 186 indexed citations

14.

Kostons, Danny. (2010). On the role of self-assessment and task-selection in self-regulated learning. DSpace (Open University in the Netherlands). 7(11). 852–61. 4 indexed citations

15.

Gog, Tamara van, Danny Kostons, & Fred Paas. (2010). Teaching students self-assessment and task-selection skills with video-based modeling examples. eScholarship (California Digital Library). 32(32). 2 indexed citations

16.

Kostons, Danny, Tamara van Gog, & Fred Paas. (2009). Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners. Computers & Education. 54(4). 932–940. 57 indexed citations

17.

Kostons, Danny, Tamara van Gog, & Fred Paas. (2008). How do i do? Investigating effects of expertise and performance‐process records on self‐assessment. Applied Cognitive Psychology. 23(9). 1256–1265. 43 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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