Dingliang Tan

436 total citations
20 papers, 305 citations indexed

About

Dingliang Tan is a scholar working on Social Psychology, Education and Developmental and Educational Psychology. According to data from OpenAlex, Dingliang Tan has authored 20 papers receiving a total of 305 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Social Psychology, 7 papers in Education and 7 papers in Developmental and Educational Psychology. Recurrent topics in Dingliang Tan's work include Cultural Differences and Values (4 papers), Social and Intergroup Psychology (3 papers) and Reading and Literacy Development (2 papers). Dingliang Tan is often cited by papers focused on Cultural Differences and Values (4 papers), Social and Intergroup Psychology (3 papers) and Reading and Literacy Development (2 papers). Dingliang Tan collaborates with scholars based in China, Canada and United States. Dingliang Tan's co-authors include Charles C. Helwig, Dwight Boyd, Mary Louise Arnold, Huarong Wang, David C. Schwebel, Yan Zhang, Chunqiong Liu, Ayelet Lahat, Jingjing Zhang and Yuan Zhong and has published in prestigious journals such as Child Development, Frontiers in Psychology and Brain and Cognition.

In The Last Decade

Dingliang Tan

17 papers receiving 295 citations

Peers

Dingliang Tan

SPS

SRRQ

EDUCA

Jessica Hafetz United States

Mihaela Chraif Romania

Manuela Bina Italy

Stina Rutberg Sweden

Mario Trógolo Argentina

Katherine M. Wood United States

Liliana Alvarez Canada

Laura Merino Spain

James D. Demetre United Kingdom

Moe Machida United States

Jessica Hafetz United States

Dingliang Tan

181 ×1.7

46 ×0.5

SPS

173 ×2.6

SRRQ

23 ×0.4

EDUCA

70 ×1.2

Citations per year, relative to Dingliang Tan Dingliang Tan (= 1×) peers Jessica Hafetz

Countries citing papers authored by Dingliang Tan

Since Specialization

Citations

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

Fields of papers citing papers by Dingliang Tan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Dingliang Tan

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

All Works

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20 of 20 papers shown

Tan, Dingliang. (2024). The Significance of Integrating Engineering Design-Based Instruction in STEM Education. Science Insights Education Frontiers. 24(1). 3827–3829.

Yang, X. Jessie, et al.. (2024). How is the conceptual level of students associated with learning outcomes in math? Testing the mediating role of math anxiety and the moderating role of motivating style. Current Psychology. 43(21). 19548–19561. 1 indexed citations

Zhang, Yan, et al.. (2023). Childhood neglect and problematic smartphone use among chinese young adults: the mediating roles of peer attachment and fear of missing out. BMC Psychology. 11(1). 303–303. 1 indexed citations

Zhao, Weikun, et al.. (2023). Improving middle school students’ geometry problem solving ability through hands-on experience: An fNIRS study. Frontiers in Psychology. 14. 1126047–1126047. 5 indexed citations

Tan, Dingliang, et al.. (2022). Resurveying Corrective Feedback Meta-Analysis. Mobile Information Systems. 2022. 1–9.

Yang, X. Jessie, et al.. (2022). Student conceptual level scale: Development and initial validation. Frontiers in Education. 7. 2 indexed citations

Tan, Dingliang, et al.. (2020). The Construction and Initial Application of Chinese College Students’ Epistemological Beliefs Questionnaire. Frontiers in Psychology. 11. 54–54. 1 indexed citations

Tan, Dingliang, et al.. (2019). Cesarean Section or Natural Childbirth? Cesarean Birth May Damage Your Health. Frontiers in Psychology. 10. 351–351. 35 indexed citations

Zhang, Yan, et al.. (2019). Parental Attachment and Problematic Smartphone Use Among Chinese Young Adults: A Moderated Mediation Model of Interpersonal Adaptation and Self-control. Journal of Adult Development. 27(1). 49–57. 23 indexed citations

10.

Wang, Huarong, et al.. (2018). Gender differences in children's pedestrian behaviors: Developmental effects. Journal of Safety Research. 67. 127–133. 29 indexed citations

11.

Wang, Huarong, et al.. (2018). Effect of age on children's pedestrian behaviour: Results from an observational study. Transportation Research Part F Traffic Psychology and Behaviour. 58. 556–565. 50 indexed citations

12.

Tan, Dingliang, et al.. (2018). Internalizing behavior disorders symptoms reduction by a social skills training program among Chinese students: A randomized controlled trial. NeuroQuantology. 16(5). 7 indexed citations

13.

Tan, Dingliang, et al.. (2017). Research on Measurement of Secondary School Students' Learning Happiness. 35(2). 83.

14.

Tan, Dingliang, et al.. (2013). Syntactic priming in Chinese sentence comprehension: Evidence from Event-Related Potentials. Brain and Cognition. 83(1). 142–152. 12 indexed citations

15.

Tan, Dingliang, et al.. (2013). Syntactic Priming in Chinese Sentence Comprehention: Evidence from Eye Movements and ERP. Advances in Psychological Science. 20(11). 1727–1734. 1 indexed citations

16.

Helwig, Charles C., et al.. (2011). Urban and Rural Chinese Adolescents’ Judgments and Reasoning About Personal and Group Jurisdiction. Child Development. 82(2). 701–716. 7 indexed citations

17.

Tan, Dingliang, et al.. (2010). Syntactic Prediction in Sentence Reading: Evidence from Eye Movements. Acta Psychologica Sinica. 42(6). 672–682. 5 indexed citations

18.

Lahat, Ayelet, et al.. (2008). Mainland Chinese Adolescents' Judgments and Reasoning about Self‐determination and Nurturance Rights. Social Development. 18(3). 690–710. 29 indexed citations

19.

Helwig, Charles C., Mary Louise Arnold, Dingliang Tan, & Dwight Boyd. (2006). Mainland Chinese and Canadian adolescents’ judgments and reasoning about the fairness of democratic and other forms of government. Cognitive Development. 22(1). 96–109. 26 indexed citations

20.

Helwig, Charles C., Mary Louise Arnold, Dingliang Tan, & Dwight Boyd. (2003). Chinese Adolescents' Reasoning About Democratic and Authority-Based Decision Making in Peer, Family, and School Contexts. Child Development. 74(3). 783–800. 71 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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