Francesc Sidera

418 total citations
39 papers, 245 citations indexed

About

Francesc Sidera is a scholar working on Developmental and Educational Psychology, Education and Social Psychology. According to data from OpenAlex, Francesc Sidera has authored 39 papers receiving a total of 245 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Developmental and Educational Psychology, 14 papers in Education and 12 papers in Social Psychology. Recurrent topics in Francesc Sidera's work include Child and Animal Learning Development (19 papers), Child and Adolescent Psychosocial and Emotional Development (7 papers) and Language Development and Disorders (6 papers). Francesc Sidera is often cited by papers focused on Child and Animal Learning Development (19 papers), Child and Adolescent Psychosocial and Emotional Development (7 papers) and Language Development and Disorders (6 papers). Francesc Sidera collaborates with scholars based in Spain, United Kingdom and Venezuela. Francesc Sidera's co-authors include Elisabet Serrat, Carles Rostán, Mònica Sanz‐Torrent, Moisès Esteban‐Guitart, Llorenç Andreu, Gary Morgan, Beatriz Caparrós, Eva Aguilar‐Mediavilla, Clara Andrés‐Roqueta and Stéphanie Durrleman and has published in prestigious journals such as SHILAP Revista de lepidopterología, International Journal of Environmental Research and Public Health and Frontiers in Psychology.

In The Last Decade

Francesc Sidera

33 papers receiving 238 citations

Peers

Francesc Sidera

DEP

EDUCA

ECP

Chi‐Lin Yu United States

Marta Białecka‐Pikul Poland

Özlem Ece Demir‐Lira United States

Joachim Körkel Germany

Yen Na Yum Hong Kong

Maike Krannich Switzerland

Alexandra Hollo United States

Matthew Saxton United Kingdom

Man‐Tak Leung Hong Kong

Sara Baker United Kingdom

Chi‐Lin Yu United States

Francesc Sidera

130 ×0.9

DEP

58 ×0.7

94 ×1.4

31 ×0.6

EDUCA

24 ×0.5

ECP

Citations per year, relative to Francesc Sidera Francesc Sidera (= 1×) peers Chi‐Lin Yu

Countries citing papers authored by Francesc Sidera

Since Specialization

Citations

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

Fields of papers citing papers by Francesc Sidera

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Francesc Sidera

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

20 of 20 papers shown

Serrat, Elisabet, et al.. (2024). Expressive syntax matters for second-order false belief: a study with hearing-impaired children. Frontiers in Communication. 9. 1 indexed citations

Sidera, Francesc, et al.. (2023). Am I a bully? Relationship between aggressive behaviors and self-admission of being a bully in primary school children. Anales de Psicología. 39(2). 231–238. 1 indexed citations

Sidera, Francesc, et al.. (2023). Executive functions are important for academic achievement, but emotional intelligence too. Scandinavian Journal of Psychology. 64(4). 470–478. 9 indexed citations

Sidera, Francesc, et al.. (2023). Language acquisition in a post-pandemic context: the impact of measures against COVID-19 on early language development. Frontiers in Psychology. 14. 1205294–1205294. 7 indexed citations

Sidera, Francesc, Elisabet Serrat, & Carles Rostán. (2021). Effects of Cybervictimization on the Mental Health of Primary School Students. Frontiers in Public Health. 9. 588209–588209. 15 indexed citations

Serrat, Elisabet, et al.. (2020). Identifying Emotional Expressions: Children’s Reasoning About Pretend Emotions of Sadness and Anger. Frontiers in Psychology. 11. 602385–602385. 4 indexed citations

Sidera, Francesc, et al.. (2019). Proposta d'un instrument d'avaluació de la teoria de la ment a la infància. Universitat de Girona Digital Repository (Universitat de Girona).

Sidera, Francesc, et al.. (2017). Improving Social Understanding of Preschool Children: Evaluation of a Training Program. Electronic Journal of Research in Educational Psychology. 8(21). 10 indexed citations

Sidera, Francesc, et al.. (2016). Why Is Theory of Mind Important for Referential Communication?. Current Psychology. 37(1). 82–97. 17 indexed citations

10.

Sidera, Francesc, et al.. (2016). Influences on Facial Emotion Recognition in Deaf Children. The Journal of Deaf Studies and Deaf Education. 22(2). 164–177. 30 indexed citations

11.

Serrat, Elisabet, et al.. (2013). Labelling Improves False Belief Understanding. A Training Study. The Spanish Journal of Psychology. 16. E6–E6. 24 indexed citations

12.

Sidera, Francesc, et al.. (2012). CHILDREN’S ATTRIBUTION OF BELIEFS ABOUT SIMULATED EMOTIONS. Studia Psychologica. 54(1). 3 indexed citations

13.

Sidera, Francesc, et al.. (2012). Hablando de emociones fingidas: la relación entre la sintaxis de la complementación y la comprensión de la simulación emocional. Anales de Psicología. 28(3). 1 indexed citations

14.

Serrat, Elisabet, et al.. (2012). Entrenar la comprensión de la falsa creencia en niños con alteraciones del lenguaje. Revista de Logopedia Foniatría y Audiología. 32(3). 109–119. 4 indexed citations

15.

Serrat, Elisabet, Carles Rostán, & Francesc Sidera. (2011). Llenguatge i teoria de la ment. Un estudi sobre el paper del diàleg i de l'atribució de qualitats en la comprensió de la falsa creença. 121–142. 1 indexed citations

16.

Sanz‐Torrent, Mònica, et al.. (2011). Argument omissions in preschool Catalan and Spanish speaking children with SLI. Journal for the Study of Education and Development Infancia y Aprendizaje. 34(1). 49–66. 17 indexed citations

17.

Sidera, Francesc, Elisabet Serrat, Carles Rostán, & Mònica Sanz‐Torrent. (2011). Do Children Realize That Pretend Emotions Might Be Unreal?. The Journal of Genetic Psychology. 172(1). 40–55. 17 indexed citations

18.

Sidera, Francesc, et al.. (2010). Entrenar la cognición social a través del lenguaje: Un estudio con niños en edad preescolar. Dialnet (Universidad de la Rioja). 371–378. 1 indexed citations

19.

Esteban‐Guitart, Moisès, et al.. (2008). Aprendizaje y desarrollo de la teoría de la mente en la edad preescolar: Algunas consideraciones teóricas y educativas. Repositori UJI (Universitat Jaume I). 2. 3 indexed citations

20.

Sidera, Francesc, et al.. (2008). APRENDIZAJE Y DESARROLLO DE LA TEORÍA DE LA MENTE EN LA EDAD PREESCOLAR: ALGUNAS CONSIDERACIONES TEÓRICAS Y EDUCATIVAS // LEARNING AND THE DEVELOPMENT OF THEORY OF MIND IN PRESCHOOL CHILDREN: SOME THEORETICAL AND EDUCATIONAL CONSIDERATIONS. 4(2). 2 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.

Explore authors with similar magnitude of impact