Ernest Afari

1.4k total citations
42 papers, 887 citations indexed

About

Ernest Afari is a scholar working on Education, Gender Studies and Developmental and Educational Psychology. According to data from OpenAlex, Ernest Afari has authored 42 papers receiving a total of 887 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 10 papers in Gender Studies and 9 papers in Developmental and Educational Psychology. Recurrent topics in Ernest Afari's work include Educational Environments and Student Outcomes (9 papers), Education, Achievement, and Giftedness (8 papers) and Gender and Technology in Education (8 papers). Ernest Afari is often cited by papers focused on Educational Environments and Student Outcomes (9 papers), Education, Achievement, and Giftedness (8 papers) and Gender and Technology in Education (8 papers). Ernest Afari collaborates with scholars based in Australia, Bahrain and United Arab Emirates. Ernest Afari's co-authors include Myint Swe Khine, Jill M. Aldridge, Barry J. Fraser, Katrina McChesney, Jaya Earnest, Nagla Ali, Farida Fozdar, Graeme Ward, Nausheen Pasha-Zaidi and Justin Durham and has published in prestigious journals such as British Educational Research Journal, Education and Information Technologies and European Journal of Psychology of Education.

In The Last Decade

Ernest Afari

40 papers receiving 814 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ernest Afari Australia 16 533 207 179 151 116 42 887
Ching-Mei Tseng Taiwan 5 592 1.1× 422 2.0× 119 0.7× 338 2.2× 85 0.7× 8 1.2k
Marjaana Kangas Finland 13 350 0.7× 100 0.5× 58 0.3× 281 1.9× 107 0.9× 32 722
Regina Kaplan‐Rakowski United States 15 361 0.7× 97 0.5× 121 0.7× 156 1.0× 221 1.9× 48 921
Amber D. Dumford United States 11 618 1.2× 119 0.6× 158 0.9× 128 0.8× 173 1.5× 26 970
Ruth Harmsen Netherlands 6 560 1.1× 172 0.8× 116 0.6× 333 2.2× 90 0.8× 8 907
Dorit Maor Australia 22 1.1k 2.0× 120 0.6× 49 0.3× 441 2.9× 248 2.1× 85 1.4k
Laura Hirsto Finland 13 474 0.9× 83 0.4× 65 0.4× 128 0.8× 74 0.6× 50 681
Lucas M. Jeno Norway 14 289 0.5× 243 1.2× 79 0.4× 156 1.0× 145 1.3× 22 718
Chia‐Lin Tsai United States 12 420 0.8× 98 0.5× 108 0.6× 115 0.8× 88 0.8× 30 713
Yan Dong China 15 603 1.1× 191 0.9× 92 0.5× 169 1.1× 231 2.0× 42 1.0k

Countries citing papers authored by Ernest Afari

Since Specialization
Citations

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

Fields of papers citing papers by Ernest Afari

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ernest Afari

This figure shows the co-authorship network connecting the top 25 collaborators of Ernest Afari. A scholar is included among the top collaborators of Ernest Afari 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 Ernest Afari. Ernest Afari 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.
2.
Afari, Ernest, et al.. (2024). Scaffolding instruction for improvement in learning English language skills. International Journal of Evaluation and Research in Education (IJERE). 13(2). 1265–1265. 1 indexed citations
3.
Ali, Nagla, et al.. (2023). The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens. Eurasia Journal of Mathematics Science and Technology Education. 19(3). em2233–em2233. 7 indexed citations
4.
Afari, Ernest, et al.. (2023). Exploring the Relationship Between Attitudes of Preservice Primary Science Teachers Toward Integrated STEM Teaching and Their Adaptive Expertise in Science Teaching. International Journal of Science and Mathematics Education. 21(S1). 181–204. 8 indexed citations
5.
Khine, Myint Swe, Yang Liu, & Ernest Afari. (2023). Mediating effects of social and emotional skills on cognitive ability and academic achievement: Suzhou study. International Journal of Knowledge and Learning. 17(1). 16–27. 2 indexed citations
6.
Afari, Ernest, et al.. (2023). Computer self-efficacy and ICT integration in education: Structural relationship and mediating effects. Education and Information Technologies. 28(9). 12021–12037. 18 indexed citations
7.
Khine, Myint Swe, Barry J. Fraser, Ernest Afari, & Yang Liu. (2022). Language learning environments and reading achievement among students in China: evidence from PISA 2018 data. Learning Environments Research. 26(1). 31–50. 10 indexed citations
8.
Khine, Myint Swe, Ernest Afari, & Yang Liu. (2022). Time and tide wait for no student: what adolescents spend time online and social networks affect their academic performance. 6(4). 349–349. 1 indexed citations
9.
Aldridge, Jill M., Katrina McChesney, & Ernest Afari. (2019). Associations between school climate and student life satisfaction: resilience and bullying as mediating factors. Learning Environments Research. 23(1). 129–150. 32 indexed citations
10.
Khine, Myint Swe, Ernest Afari, & Nagla Ali. (2019). Investigating Technological Pedagogical Content Knowledge Competencies among Trainee Teachers in the Context of ICT Course. Alberta Journal of Educational Research. 65(1). 22–36. 7 indexed citations
11.
Khine, Myint Swe & Ernest Afari. (2017). Psychometric properties of an inventory to determine the factors that affect students’ attitudes toward mathematics. Psychology Society & Education. 6(1). 1–1. 8 indexed citations
12.
Khine, Myint Swe, et al.. (2017). Students’ perceptions of the learning environment in tertiary science classrooms in Myanmar. Learning Environments Research. 21(1). 135–152. 27 indexed citations
13.
Afari, Ernest & Myint Swe Khine. (2016). Robotics as an Educational Tool: Impact of Lego Mindstorms. International Journal of Information and Education Technology. 7(6). 437–442. 88 indexed citations
14.
Aldridge, Jill M., et al.. (2016). The role of the school climate in high school students’ mental health and identity formation: A South Australian study. British Educational Research Journal. 43(1). 95–123. 46 indexed citations
15.
Pasha-Zaidi, Nausheen, et al.. (2015). Gender-Based Teams: Perceptions of team satisfaction and effectiveness among engineering students in the United Arab Emirates. International journal of engineering education. 31(4). 953–966. 5 indexed citations
16.
Afari, Ernest & Myint Swe Khine. (2015). Students' intention to use computer technology: a structural equation modelling analysis. 3(1/2). 41–41. 3 indexed citations
17.
18.
Aldridge, Jill M., Ernest Afari, & Barry J. Fraser. (2013). Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach. Alberta Journal of Educational Research. 58(4). 614–633. 33 indexed citations
19.
Afari, Ernest, Graeme Ward, & Myint Swe Khine. (2012). Global Self-Esteem and Self-Efficacy Correlates: Relation of Academic Achievement and Self-Esteem among Emirati Students. International Education Studies. 5(2). 47 indexed citations
20.
Afari, Ernest. (2012). Teaching mathematics in game learning environment. 1(1). 33–45. 8 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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