Dries Vervecken

452 total citations
10 papers, 288 citations indexed

About

Dries Vervecken is a scholar working on Education, Gender Studies and Human Factors and Ergonomics. According to data from OpenAlex, Dries Vervecken has authored 10 papers receiving a total of 288 indexed citations (citations by other indexed papers that have themselves been cited), including 4 papers in Education, 4 papers in Gender Studies and 3 papers in Human Factors and Ergonomics. Recurrent topics in Dries Vervecken's work include Gender Studies in Language (4 papers), Gender Diversity and Inequality (3 papers) and Gender Roles and Identity Studies (3 papers). Dries Vervecken is often cited by papers focused on Gender Studies in Language (4 papers), Gender Diversity and Inequality (3 papers) and Gender Roles and Identity Studies (3 papers). Dries Vervecken collaborates with scholars based in Germany, Belgium and Switzerland. Dries Vervecken's co-authors include Bettina Hannover, Ilka Wolter, David Gijbels, Isabel Raemdonck, Pascal Gygax, Ute Gabriel, Edith Braun, Sabine Sczesny and Franziska Zellweger and has published in prestigious journals such as Journal of Vocational Behavior, Frontiers in Psychology and European Journal of Social Psychology.

In The Last Decade

Dries Vervecken

10 papers receiving 270 citations

Peers

Dries Vervecken

GS

EDUCA

OBHRM

LL

HFE

Martin Coles United Kingdom

Donna Kalmbach Phillips United States

Jayne Keogh Australia

Bethan L. Davies United Kingdom

Karen Zittleman United States

VJ Furlong India

Shân Wareing United States

Alastair McPhee United Kingdom

J. Manuel Australia

Jiali Luo United States

Martin Coles United Kingdom

Dries Vervecken

36 ×0.2

GS

264 ×3.8

EDUCA

9 ×0.2

OBHRM

15 ×0.3

LL

8 ×0.2

HFE

Citations per year, relative to Dries Vervecken Dries Vervecken (= 1×) peers Martin Coles

Countries citing papers authored by Dries Vervecken

Since Specialization

Citations

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

Fields of papers citing papers by Dries Vervecken

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Dries Vervecken

This figure shows the co-authorship network connecting the top 25 collaborators of Dries Vervecken. A scholar is included among the top collaborators of Dries Vervecken 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 Dries Vervecken. Dries Vervecken 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:

10 of 10 papers shown

1.

Braun, Edith & Dries Vervecken. (2019). Vor- und Nachteile einer kompetenzorientierten Lehrveranstaltungsevaluation. peDOCS. 18(2). 47–58. 1 indexed citations

2.

Vervecken, Dries, et al.. (2015). Warm-hearted businessmen, competitive housewives? Effects of gender-fair language on adolescents’ perceptions of occupations. Frontiers in Psychology. 6. 1437–1437. 42 indexed citations

3.

Vervecken, Dries & Bettina Hannover. (2015). Yes I Can!. Social Psychology. 46(2). 76–92. 43 indexed citations

4.

Vervecken, Dries, Bettina Hannover, & Ilka Wolter. (2013). Changing (S)expectations: How gender fair job descriptions impact children's perceptions and interest regarding traditionally male occupations. Journal of Vocational Behavior. 82(3). 208–220. 91 indexed citations

5.

Vervecken, Dries, et al.. (2012). Was Hochschuldozierende aus Lehrevaluations-Rückmeldungen lernen können. Zeitschrift für Erziehungswissenschaft. 15(2). 253–271. 2 indexed citations

6.

Vervecken, Dries & Bettina Hannover. (2012). Ambassadors of gender equality? How use of pair forms versus masculines as generics impacts perception of the speaker. European Journal of Social Psychology. 42(6). 754–762. 10 indexed citations

7.

Gijbels, David, et al.. (2012). Understanding work‐related learning: the case of ICT workers. Journal of Workplace Learning. 24(6). 416–429. 49 indexed citations

8.

Vervecken, Dries, Franziska Zellweger, Sabine Sczesny, & Bettina Hannover. (2010). Entwicklung und Validierung eines Instruments zur Messung der Einstellung gegenüber geschlechtergerechter Sprache. Bern Open Repository and Information System (University of Bern). 1 indexed citations

9.

Gijbels, David, Isabel Raemdonck, & Dries Vervecken. (2010). Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education. Vocations and Learning. 3(3). 239–255. 48 indexed citations

10.

Gijbels, David, et al.. (2009). Influencing work-related learning: the role of job-characteristics and self-directed learning orientation.. DIAL (Catholic University of Leuven). 1 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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