Héctor Galindo‐Domínguez

1.0k total citations · 2 hit papers
40 papers, 604 citations indexed

About

Héctor Galindo‐Domínguez is a scholar working on Education, Information Systems and Social Psychology. According to data from OpenAlex, Héctor Galindo‐Domínguez has authored 40 papers receiving a total of 604 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Education, 12 papers in Information Systems and 10 papers in Social Psychology. Recurrent topics in Héctor Galindo‐Domínguez's work include Innovative Teaching Methods (10 papers), Educational Innovations and Technology (8 papers) and Education and Critical Thinking Development (6 papers). Héctor Galindo‐Domínguez is often cited by papers focused on Innovative Teaching Methods (10 papers), Educational Innovations and Technology (8 papers) and Education and Critical Thinking Development (6 papers). Héctor Galindo‐Domínguez collaborates with scholars based in Spain, France and China. Héctor Galindo‐Domínguez's co-authors include María José Bezanilla, Manuel Poblete Ruiz, Donna Fernández Nogueira, Nahia Delgado, Lucía Campo, Patxi León-Guereño, Mateusz Rozmiarek, Ewa Malchrowicz-Mośko, Teresa González Ramírez and Ernesto Expósito and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Computer Assisted Learning and Journal of Social and Personal Relationships.

In The Last Decade

Héctor Galindo‐Domínguez

37 papers receiving 575 citations

Hit Papers

align trajectories sort by overperformance

What are hit papers?

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.

Methodologies for teaching-learning critical thinking in higher education: The teacher’s view

2019 215 citations María José Bezanilla, Donna Fernández Nogueira et al. profile →
Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education

2024 43 citations Héctor Galindo‐Domínguez, Nahia Delgado et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Héctor Galindo‐Domínguez Spain	13	386	171	104	79	79	40	604
Kiran Budhrani United States	9	582 1.5×	166 1.0×	154 1.5×	72 0.9×	95 1.2×	14	757
Iris Estévez Spain	14	370 1.0×	205 1.2×	138 1.3×	109 1.4×	51 0.6×	45	608
Michael Corry United States	11	309 0.8×	130 0.8×	85 0.8×	54 0.7×	115 1.5×	29	536
Huei-Chuan Wei Taiwan	3	366 0.9×	111 0.6×	121 1.2×	44 0.6×	80 1.0×	6	492
Azlina Mohd Kosnin Malaysia	8	283 0.7×	91 0.5×	64 0.6×	61 0.8×	81 1.0×	58	494
Anne Yates New Zealand	12	361 0.9×	150 0.9×	103 1.0×	40 0.5×	49 0.6×	22	581
Derar Serhan United States	8	266 0.7×	103 0.6×	55 0.5×	42 0.5×	38 0.5×	19	427
Ellen Chung Malaysia	5	357 0.9×	137 0.8×	65 0.6×	46 0.6×	30 0.4×	12	515
Linda la Velle United Kingdom	10	391 1.0×	133 0.8×	45 0.4×	32 0.4×	76 1.0×	40	526
Richard Allen Carter United States	11	369 1.0×	156 0.9×	126 1.2×	29 0.4×	125 1.6×	31	582

Countries citing papers authored by Héctor Galindo‐Domínguez

Since Specialization

Citations

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

Fields of papers citing papers by Héctor Galindo‐Domínguez

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Héctor Galindo‐Domínguez. 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 Héctor Galindo‐Domínguez. The network helps show where Héctor Galindo‐Domínguez may publish in the future.

Co-authorship network of co-authors of Héctor Galindo‐Domínguez

This figure shows the co-authorship network connecting the top 25 collaborators of Héctor Galindo‐Domínguez. A scholar is included among the top collaborators of Héctor Galindo‐Domínguez 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 Héctor Galindo‐Domínguez. Héctor Galindo‐Domínguez is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Galindo‐Domínguez, Héctor & María José Bezanilla. (2025). A Critical Systematic Review of the Impact of the Flipped Classroom Methodology on University Students’ Autonomy. SHILAP Revista de lepidopterología. 4(2). 22–22.

Ramírez, Teresa González, et al.. (2025). Efecto de la formación del profesorado en el diseño universal para el aprendizaje (DUA) sobre la percepción de los facilitadores y las barreras para la educación inclusiva. Educar. 61(1). 35–51. 2 indexed citations

Galindo‐Domínguez, Héctor, et al.. (2025). Relationship between the use of ChatGPT for academic purposes and plagiarism: the influence of student-related variables on cheating behavior.. Interactive Learning Environments. 33(6). 4047–4061. 2 indexed citations

Galindo‐Domínguez, Héctor, et al.. (2025). Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory. Journal of Computer Assisted Learning. 41(2). 2 indexed citations

Galindo‐Domínguez, Héctor, et al.. (2024). Uso de ChatGpt en educación superior. Un análisis en función del género, rendimiento académico, año y grado universitario del alumnado. SHILAP Revista de lepidopterología. 22(2). 16–30. 1 indexed citations

Galindo‐Domínguez, Héctor, María José Bezanilla, & Lucía Campo. (2024). Relationship between social media use and critical thinking in university students. Education and Information Technologies. 30(5). 6641–6665. 1 indexed citations

Galindo‐Domínguez, Héctor, et al.. (2024). An experimental analysis of the relationship between the evaluations of artificial intelligence and pre-service teachers. SHILAP Revista de lepidopterología. 84–104. 1 indexed citations

Campo, Lucía, Héctor Galindo‐Domínguez, María José Bezanilla, Donna Fernández Nogueira, & Manuel Poblete Ruiz. (2023). Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View. Education Sciences. 13(2). 132–132. 29 indexed citations

Galindo‐Domínguez, Héctor, María José Bezanilla, Lucía Campo, Donna Fernández Nogueira, & Manuel Poblete Ruiz. (2023). A teachers’ based approach to assessing the perception of critical thinking in Education university students based on their age and gender. Frontiers in Education. 8. 1 indexed citations

10.

Galindo‐Domínguez, Héctor, et al.. (2023). Estudio Longitudinal del Impacto de las Tertulias Dialógicas y Grupos Interactivos en el Desarrollo de la Motivación Lectora. REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación. 21(4). 5–23.

11.

Bezanilla, María José, Héctor Galindo‐Domínguez, Lucía Campo, Donna Fernández Nogueira, & Manuel Poblete Ruiz. (2023). Understanding critical thinking: A comparative analysis between university students’ and teachers’ conception. SHILAP Revista de lepidopterología. 10(2). 223–244. 3 indexed citations

12.

León-Guereño, Patxi, et al.. (2023). Effectiveness of an Intervention to Enhance First Aid Knowledge among Early Childhood Education Students: A Pilot Study. Children. 10(7). 1252–1252. 7 indexed citations

13.

Galindo‐Domínguez, Héctor, et al.. (2023). Bullying victimization and suicidal ideation in adolescents: The moderation effect of family, teachers and peers support. Journal of Social and Personal Relationships. 40(12). 4050–4074. 2 indexed citations

14.

Galindo‐Domínguez, Héctor, et al.. (2022). Diseño y validación de la Escala de Percepción hacia la Investigación Educativa en profesores universitarios y no universitarios. Estudios sobre Educación. 43. 65–92. 3 indexed citations

15.

Galindo‐Domínguez, Héctor, et al.. (2022). Understanding the pedagogical gap between the educational research and the reality of teachers: an analisis of the difficulties and proposals. Educación XX1. 25(2). 173–200. 5 indexed citations

16.

Galindo‐Domínguez, Héctor & María José Bezanilla. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education. 37(4). 262–278. 39 indexed citations

17.

Galindo‐Domínguez, Héctor. (2021). Flipped Classroom in the Educational System - Trend of Effective Pedagogical Model Compared to Other Methodologies. SHILAP Revista de lepidopterología. 1 indexed citations

18.

Galindo‐Domínguez, Héctor. (2021). Flipped Classroom in the Educational System: Trend or Effective Pedagogical Model Compared to Other Methodologies?.. Educational Technology & Society. 24(3). 44–60. 9 indexed citations

19.

Bezanilla, María José, Héctor Galindo‐Domínguez, & Manuel Poblete Ruiz. (2021). Importance and possibilities of development of critical thinking in the university: the teacher's perspective. Deposito Digital UFV (Francisco de Vitoria University). 11(1). 20–20. 15 indexed citations

20.

Galindo‐Domínguez, Héctor & María José Bezanilla. (2019). A systematic review of Flipped Classroom methodology at university level in Spain. SHILAP Revista de lepidopterología. 5(1). 81–90. 25 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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