Daphne van Weijen

746 total citations
25 papers, 414 citations indexed

About

Daphne van Weijen is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Daphne van Weijen has authored 25 papers receiving a total of 414 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 14 papers in Developmental and Educational Psychology and 8 papers in Literature and Literary Theory. Recurrent topics in Daphne van Weijen's work include Writing and Handwriting Education (20 papers), Discourse Analysis in Language Studies (7 papers) and Innovative Teaching and Learning Methods (6 papers). Daphne van Weijen is often cited by papers focused on Writing and Handwriting Education (20 papers), Discourse Analysis in Language Studies (7 papers) and Innovative Teaching and Learning Methods (6 papers). Daphne van Weijen collaborates with scholars based in Netherlands, Belgium and Sweden. Daphne van Weijen's co-authors include Gert Rijlaarsdam, Huub van den Bergh, Ted Sanders, Luuk Van Waes, Mariëlle Leijten, Tanja Janssen, Tim Janssen, J. van Drie and T. A. B. Sanders and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Computers & Education.

In The Last Decade

Daphne van Weijen

24 papers receiving 382 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Daphne van Weijen Netherlands 9 259 200 177 171 43 25 414
María Camino Bueno Alastuey Spain 11 184 0.7× 140 0.7× 218 1.2× 253 1.5× 105 2.4× 29 470
Hui‐Fang Shang Taiwan 12 289 1.1× 229 1.1× 160 0.9× 259 1.5× 109 2.5× 28 548
Claudia Harsch Germany 11 169 0.7× 103 0.5× 111 0.6× 137 0.8× 37 0.9× 27 320
Cheryl Wei‐yu Chen Taiwan 9 191 0.7× 100 0.5× 155 0.9× 154 0.9× 91 2.1× 25 386
Jason Fan China 11 211 0.8× 84 0.4× 146 0.8× 172 1.0× 48 1.1× 33 370
Beth Clark‐Gareca United States 5 208 0.8× 108 0.5× 199 1.1× 231 1.4× 49 1.1× 10 409
Freda Mishan Ireland 8 127 0.5× 178 0.9× 246 1.4× 274 1.6× 64 1.5× 14 457
Takane Yamaguchi 2 136 0.5× 140 0.7× 134 0.8× 228 1.3× 80 1.9× 4 429
Ken Beatty United States 4 156 0.6× 127 0.6× 110 0.6× 177 1.0× 98 2.3× 9 361
Inn-Chull Choi South Korea 6 125 0.5× 104 0.5× 90 0.5× 134 0.8× 58 1.3× 23 310

Countries citing papers authored by Daphne van Weijen

Since Specialization
Citations

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

Fields of papers citing papers by Daphne van Weijen

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Daphne van Weijen. 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 Daphne van Weijen. The network helps show where Daphne van Weijen may publish in the future.

Co-authorship network of co-authors of Daphne van Weijen

This figure shows the co-authorship network connecting the top 25 collaborators of Daphne van Weijen. A scholar is included among the top collaborators of Daphne van Weijen 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 Daphne van Weijen. Daphne van Weijen 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
1.
Rijlaarsdam, Gert, et al.. (2023). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science. 52(3). 341–383. 1 indexed citations
2.
Weijen, Daphne van, et al.. (2023). Synthesis Writing in Science Orientation Classes: An Instructional Design Studio. Journal of Writing Research. 15(vol. 15 issue 1). 603–635. 3 indexed citations
3.
Weijen, Daphne van, et al.. (2023). Teachers’ Implementation of the Writing Curriculum in Grades 7-8 of Chilean Public Schools: A Multiple Case Study. Written Communication. 41(1). 37–69.
4.
Weijen, Daphne van, et al.. (2022). Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers´ beliefs and practices. Journal of Writing Research. 13(vol. 13 issue 3). 367–414. 4 indexed citations
5.
Weijen, Daphne van, et al.. (2022). Enhancing target language output through synchronous online learner-learner interaction. UvA-DARE (University of Amsterdam). 2(2). 218–247. 1 indexed citations
6.
Weijen, Daphne van, et al.. (2021). Een mini-interventie: het effect van een animatievideo van drie minuten op de integratie van broninformatie in syntheseteksten. SHILAP Revista de lepidopterología. 98(1). 46–66. 1 indexed citations
7.
Drie, J. van, et al.. (2021). Developing students’ writing in History: Effects of a teacher-designed domain-specific writing instruction. Journal of Writing Research. 13(vol. 13 issue 2). 201–229. 11 indexed citations
8.
Janssen, Tim, et al.. (2021). Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance. L1 Educational Studies in Language and Literature. 21, Running Issue(Running issue). 1–38. 5 indexed citations
9.
Weijen, Daphne van, et al.. (2021). Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students. L1 Educational Studies in Language and Literature. 21, Running Issue(Running issue). 1–33. 5 indexed citations
10.
Weijen, Daphne van, et al.. (2019). Learning to write synthesis texts in secondary education: a review of intervention studies. Journal of Writing Research. 10(vol. 10 issue 3). 401–428. 41 indexed citations
11.
Weijen, Daphne van & Tim Janssen. (2018). High-quality writing instruction in Dutch primary education. A framework for national assessment. L1 Educational Studies in Language and Literature. 18, Running Issue(Running Issue). 1–41. 4 indexed citations
12.
Weijen, Daphne van, et al.. (2018). Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills.. Journal of Educational Psychology. 110(5). 640–663. 63 indexed citations
13.
Weijen, Daphne van, Gert Rijlaarsdam, & Huub van den Bergh. (2018). Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison. Reading and Writing. 32(6). 1635–1655. 30 indexed citations
14.
Janssen, Tim, et al.. (2017). Improving Writing in Primary Schools through a Comprehensive Writing Program. Journal of Writing Research. 9(volume 9 issue 2). 173–225. 32 indexed citations
15.
Waes, Luuk Van, Daphne van Weijen, & Mariëlle Leijten. (2014). Learning to write in an online writing center: The effect of learning styles on the writing process. Computers & Education. 73. 60–71. 46 indexed citations
16.
Weijen, Daphne van, Huub van den Bergh, & Gert Rijlaarsdam. (2011). Het gebruik van T1 tijdens schrijven in T2. UvA-DARE (University of Amsterdam). 12(2). 3–13. 2 indexed citations
17.
Waes, Luuk Van, et al.. (2009). Keystroke logging in writing research: observing writing processes with Inputlog. 41–64. 16 indexed citations
18.
Weijen, Daphne van, Huub van den Bergh, Gert Rijlaarsdam, & Ted Sanders. (2009). L1 use during L2 writing: An empirical study of a complex phenomenon. Journal of Second Language Writing. 18(4). 235–250. 116 indexed citations
19.
Weijen, Daphne van, Huub van den Bergh, Gert Rijlaarsdam, & T. A. B. Sanders. (2008). Comparing the relationship between cognitive activities and text quality in L1 and L2 writing. UvA-DARE (University of Amsterdam). 2 indexed citations
20.
Weijen, Daphne van, Huub van den Bergh, Gert Rijlaarsdam, & Ted Sanders. (2008). Differences in Process and Process-Product Relations in L2 Writing. ITL Review of Applied Linguistics. 156. 203–226. 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by María Camino Bueno Alastuey Breakdown of academic impact, for papers by Hui‐Fang Shang Breakdown of academic impact, for papers by Claudia Harsch Breakdown of academic impact, for papers by Cheryl Wei‐yu Chen Breakdown of academic impact, for papers by Jason Fan Breakdown of academic impact, for papers by Beth Clark‐Gareca Breakdown of academic impact, for papers by Freda Mishan Breakdown of academic impact, for papers by Takane Yamaguchi Breakdown of academic impact, for papers by Ken Beatty Breakdown of academic impact, for papers by Inn-Chull Choi
Rankless by CCL
2026