Éva Borsos

639 total citations
10 papers, 492 citations indexed

About

Éva Borsos is a scholar working on Social Psychology, Aging and General Agricultural and Biological Sciences. According to data from OpenAlex, Éva Borsos has authored 10 papers receiving a total of 492 indexed citations (citations by other indexed papers that have themselves been cited), including 6 papers in Social Psychology, 4 papers in Aging and 3 papers in General Agricultural and Biological Sciences. Recurrent topics in Éva Borsos's work include Outdoor and Experiential Education (4 papers), Animal and Plant Science Education (4 papers) and Genetics, Aging, and Longevity in Model Organisms (4 papers). Éva Borsos is often cited by papers focused on Outdoor and Experiential Education (4 papers), Animal and Plant Science Education (4 papers) and Genetics, Aging, and Longevity in Model Organisms (4 papers). Éva Borsos collaborates with scholars based in Serbia, Hungary and Croatia. Éva Borsos's co-authors include Tibor Vellai, Krisztina Takács‐Vellai, János Barna, Attila Kovács, Tímea Sigmond, Márton L. Tóth, Miklós Sass, György Csikós, László Orosz and Isabel Baños-González and has published in prestigious journals such as Journal of Cell Science, Developmental Biology and Autophagy.

In The Last Decade

Éva Borsos

10 papers receiving 487 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Éva Borsos Serbia	9	224	212	156	88	67	10	492
Chang‐Su Lim United States	7	62 0.3×	384 1.8×	256 1.6×	105 1.2×	22 0.3×	8	648
Lauren N. Booth United States	8	27 0.1×	211 1.0×	424 2.7×	117 1.3×	21 0.3×	9	670
Menghong Yan China	9	52 0.2×	36 0.2×	1.0k 6.5×	139 1.6×	27 0.4×	12	1.4k
Margarita Meer United States	7	40 0.2×	100 0.5×	416 2.7×	124 1.4×	7 0.1×	12	591
Eugenia Villa-Cuesta United States	11	19 0.1×	177 0.8×	202 1.3×	65 0.7×	4 0.1×	17	451
Jason Z Morris United States	8	23 0.1×	588 2.8×	439 2.8×	219 2.5×	3 0.0×	9	868
Adelheid Lempradl United States	10	60 0.3×	63 0.3×	379 2.4×	89 1.0×	19 0.3×	16	655
Rebecca E. W. Kaplan United States	11	21 0.1×	233 1.1×	191 1.2×	65 0.7×	10 0.1×	11	372
Bree Heestand United States	6	20 0.1×	148 0.7×	210 1.3×	55 0.6×	5 0.1×	8	325

Countries citing papers authored by Éva Borsos

Since Specialization

Citations

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

Fields of papers citing papers by Éva Borsos

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Éva Borsos

This figure shows the co-authorship network connecting the top 25 collaborators of Éva Borsos. A scholar is included among the top collaborators of Éva Borsos 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 Éva Borsos. Éva Borsos 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.

Borsos, Éva, et al.. (2023). Have teachers’ opinions about outdoor education changed after the pandemic?. Journal of Biological Education. 58(5). 1247–1261. 4 indexed citations

2.

Borsos, Éva, et al.. (2022). Trainee teachers’ perceptions of outdoor education. Environmental Education Research. 28(10). 1490–1509. 13 indexed citations

3.

Borsos, Éva, et al.. (2021). What can be done to increase future teachers’ plant knowledge?. Journal of Biological Education. 57(2). 252–262. 23 indexed citations

4.

Borsos, Éva. (2018). The gamification of elementary school biology: a case study on increasing understanding of plants. Journal of Biological Education. 53(5). 492–505. 24 indexed citations

5.

Borsos, Éva, et al.. (2018). Be in: Teach Outdoors!/Budimo in! Podučavajmo vani!. Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje. 20(3). 10 indexed citations

6.

Borsos, Éva, et al.. (2018). Teaching in nature? Naturally!. Journal of Biological Education. 1–11. 20 indexed citations

7.

Borsos, Éva, et al.. (2011). Autophagy and apoptosis are redundantly required forC. elegansembryogenesis. Autophagy. 7(5). 557–559. 14 indexed citations

8.

Borsos, Éva, Krisztina Takács‐Vellai, Tibor Kovács, et al.. (2011). Shared developmental roles and transcriptional control of autophagy and apoptosis in Caenorhabditis elegans. Journal of Cell Science. 124(9). 1510–1518. 30 indexed citations

9.

Szabó, Emese, et al.. (2009). TRA-1/GLI controls the expression of the Hox gene lin-39 during C. elegans vulval development. Developmental Biology. 330(2). 339–348. 16 indexed citations

10.

Tóth, Márton L., Tímea Sigmond, Éva Borsos, et al.. (2008). Longevity pathways converge on autophagy genes to regulate life span inCaenorhabditis elegans. Autophagy. 4(3). 330–338. 338 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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