Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Motivational profiles from a self-determination perspective: The quality of motivation matters.
2009757 citationsMaarten Vansteenkiste, Eline Sierens et al.Journal of Educational Psychologyprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Eline Sierens'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 Eline Sierens with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eline Sierens more than expected).
This network shows the impact of papers produced by Eline Sierens. 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 Eline Sierens. The network helps show where Eline Sierens may publish in the future.
Co-authorship network of co-authors of Eline Sierens
This figure shows the co-authorship network connecting the top 25 collaborators of Eline Sierens.
A scholar is included among the top collaborators of Eline Sierens 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 Eline Sierens. Eline Sierens is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Sierens, Eline, Bart Soenens, Koen Luyckx, et al.. (2010). Dynamics of perceived teacher autonomy support and structure: Longitudinal associations with students’ autonomous motivation and self-regulated learning.1 indexed citations
4.
Sierens, Eline. (2010). Autonomy-Supportive, Structuring, and Psychologically Controlling Teaching: Antecedents, Mediators, and Outcomes in Late Adolescents. Lirias (KU Leuven).2 indexed citations
5.
Beausaert, Simon, Eline Sierens, Bart Soenens, & Filip Dochy. (2009). Over de link tussen perfectionisme bij leerkrachten en psychologisch controlerend lesgeven: speelt burnout een mediërende rol? = On the link between perfectionism in teachers and psychological control in teaching: Does burnout play a mediating role? [in Dutch]. 86(4). 281–295.1 indexed citations
6.
Beausaert, Simon, Eline Sierens, Bart Soenens, & Filip Dochy. (2009). Over de link tussen perfectionisme bij leerkrachten en psychologisch controlerend lesgeven: speelt burnout een mediërende rol?. SHILAP Revista de lepidopterología. 86(4). 281–295.1 indexed citations
7.
Sierens, Eline & Maarten Vansteenkiste. (2009). Wanneer 'meer minder betekent': motivatieprofielen van leerlingen in kaart gebracht. Ghent University Academic Bibliography (Ghent University). 24. 17–36.
Vansteenkiste, Maarten, Eline Sierens, Bart Soenens, & Willy Lens. (2007). Willen, moeten en structuur: over het bevorderen van een optimaal leerproces. Ghent University Academic Bibliography (Ghent University).3 indexed citations
13.
Sierens, Eline, Maarten Vansteenkiste, Luc Goossens, Bart Soenens, & Filip Dochy. (2007). The interactive effect of perceived autonomy support and structure in the prediction of self-regulated learning.1 indexed citations
14.
Sierens, Eline, Bart Soenens, Maarten Vansteenkiste, Luc Goossens, & Filip Dochy. (2006). De authoritatieve leerkrachtstijl: een model voor de studie van leerkrachtstijlen. SHILAP Revista de lepidopterología. 83(6). 419–431.6 indexed citations
Vansteenkiste, Maarten, Bart Soenens, Eline Sierens, & Willy Lens. (2005). Hoe kunnen we leren en presteren bevorderen? Een autonomie-ondersteunend versus controlerend schoolklimaat. Ghent University Academic Bibliography (Ghent University).5 indexed citations
17.
Soenens, Bart, Wim Beyers, Maarten Vansteenkiste, et al.. (2004). The "gross anatomy" of parenting styles in adolescence: Three or four dimensions?.10 indexed citations
18.
Schelfhout, Wouter, Eline Sierens, Steven Janssens, & Filip Dochy. (2003). Educating for constructivist teaching: Determinant factors and successful learning environments in teacher education. 107–108.5 indexed citations
19.
Struyven, Katrien, Eline Sierens, Filip Dochy, & Steven Janssens. (2003). Groot worden : de ontwikkeling van baby tot adolescent : handboek voor (toekomstige) leerkrachten en opvoeders. VUBIR (Vrije Universiteit Brussel).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.