Francisco Alegre

517 total citations
25 papers, 334 citations indexed

About

Francisco Alegre is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Francisco Alegre has authored 25 papers receiving a total of 334 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 7 papers in Developmental and Educational Psychology and 5 papers in Information Systems. Recurrent topics in Francisco Alegre's work include Innovative Teaching and Learning Methods (6 papers), Parental Involvement in Education (5 papers) and Reflective Practices in Education (5 papers). Francisco Alegre is often cited by papers focused on Innovative Teaching and Learning Methods (6 papers), Parental Involvement in Education (5 papers) and Reflective Practices in Education (5 papers). Francisco Alegre collaborates with scholars based in Spain. Francisco Alegre's co-authors include Lidón Moliner Miravet, Gil Lorenzo Valentín, Òscar Chiva-Bartoll and Alberto Cabedo–Mas and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Frontiers in Psychology.

In The Last Decade

Francisco Alegre

23 papers receiving 314 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Francisco Alegre Spain 12 230 113 54 39 37 25 334
Robbert Smit Austria 10 317 1.4× 81 0.7× 41 0.8× 26 0.7× 24 0.6× 29 390
Benjamin Herbert Germany 5 363 1.6× 97 0.9× 32 0.6× 112 2.9× 78 2.1× 7 462
Areti Panaoura Cyprus 13 391 1.7× 119 1.1× 40 0.7× 29 0.7× 59 1.6× 46 506
Aida Suraya Md. Yunus Malaysia 11 204 0.9× 61 0.5× 32 0.6× 50 1.3× 33 0.9× 39 297
Megan Burton United States 10 255 1.1× 58 0.5× 35 0.6× 20 0.5× 17 0.5× 29 348
İbrahim Bılgın Türkiye 12 513 2.2× 159 1.4× 50 0.9× 24 0.6× 20 0.5× 37 592
Inés María Gómez Chacón Spain 10 228 1.0× 97 0.9× 59 1.1× 26 0.7× 59 1.6× 47 330
Selay Arkün Kocadere Türkiye 8 134 0.6× 184 1.6× 72 1.3× 37 0.9× 22 0.6× 27 338
Rafiu Ademola Olatoye Nigeria 11 225 1.0× 47 0.4× 39 0.7× 27 0.7× 40 1.1× 35 306
Leah P. McCoy United States 10 202 0.9× 113 1.0× 31 0.6× 21 0.5× 32 0.9× 28 326

Countries citing papers authored by Francisco Alegre

Since Specialization
Citations

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

Fields of papers citing papers by Francisco Alegre

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Francisco Alegre

This figure shows the co-authorship network connecting the top 25 collaborators of Francisco Alegre. A scholar is included among the top collaborators of Francisco Alegre 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 Francisco Alegre. Francisco Alegre 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.
Miravet, Lidón Moliner, et al.. (2024). Affective-sexual education in teacher training: the long road ahead in Spain. Sex Education. 25(6). 790–805. 1 indexed citations
2.
Miravet, Lidón Moliner, et al.. (2024). Romper la cultura cisheteronormativa en los espacios universitarios. SHILAP Revista de lepidopterología. 1–21.
3.
Miravet, Lidón Moliner, et al.. (2022). When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics. System. 106. 102773–102773. 16 indexed citations
4.
Miravet, Lidón Moliner & Francisco Alegre. (2022). Peer tutoring in middle school mathematics: academic and psychological effects and moderators. Educational Psychology. 42(8). 1027–1044. 8 indexed citations
5.
Miravet, Lidón Moliner, Francisco Alegre, & Gil Lorenzo Valentín. (2022). Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School. Mathematics. 10(13). 2360–2360.
6.
Miravet, Lidón Moliner & Francisco Alegre. (2022). COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain. Education Sciences. 12(2). 105–105. 11 indexed citations
7.
Miravet, Lidón Moliner, Francisco Alegre, & Gil Lorenzo Valentín. (2022). The COVID-19 Pandemic’s Impact on 9th Grade Students’ Mathematics Achievement. European Journal of Educational Research. volume-11-2022(volume-11-issue-2-april-2022). 835–845. 9 indexed citations
8.
Alegre, Francisco, et al.. (2021). Learning statistics and probability through peer tutoring: A middle school experience. South African Journal of Education. 41(Supplement 2). S1–S9. 1 indexed citations
9.
Miravet, Lidón Moliner, Francisco Alegre, Alberto Cabedo–Mas, & Òscar Chiva-Bartoll. (2021). Social Well-Being at School: Development and Validation of a Scale for Primary Education Students. Frontiers in Education. 6. 4 indexed citations
10.
Miravet, Lidón Moliner, Gil Lorenzo Valentín, & Francisco Alegre. (2021). E-Learning during the Covid-19 Pandemic in Spain: A Case Study with High School Mathematics Students. Journal of Education and e-Learning Research. 8(2). 179–184. 16 indexed citations
11.
Miravet, Lidón Moliner & Francisco Alegre. (2020). Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring. European Journal of Teacher Education. 45(1). 93–112. 16 indexed citations
12.
Miravet, Lidón Moliner, et al.. (2020). Educación inclusiva y TIC: un análisis de las percepciones y prácticas docentes. Bordón Revista de Pedagogía. 72(3). 123–138. 11 indexed citations
13.
Miravet, Lidón Moliner & Francisco Alegre. (2020). Effects of peer tutoring on middle school students’ mathematics self-concepts. PLoS ONE. 15(4). e0231410–e0231410. 29 indexed citations
14.
Miravet, Lidón Moliner & Francisco Alegre. (2020). Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience. Frontiers in Psychology. 11. 1610–1610. 24 indexed citations
15.
Alegre, Francisco, et al.. (2020). Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education. SAGE Open. 10(2). 26 indexed citations
16.
Alegre, Francisco, et al.. (2019). Peer tutoring in algebra: A study in Middle school. The Journal of Educational Research. 112(6). 693–699. 19 indexed citations
17.
Alegre, Francisco, et al.. (2019). Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice. Heliyon. 5(9). e02491–e02491. 32 indexed citations
18.
Alegre, Francisco, et al.. (2018). Peer tutoring in mathematics in primary education: a systematic review. Educational Review. 71(6). 767–791. 35 indexed citations
19.
Alegre, Francisco & Lidón Moliner Miravet. (2017). Emotional and cognitive effects of peer tutoring among secondary school mathematics students. International Journal of Mathematical Education in Science and Technology. 48(8). 1185–1205. 30 indexed citations
20.
Alegre, Francisco, et al.. (2017). Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis. Eurasia Journal of Mathematics Science and Technology Education. 14(1). 31 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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