Helena Dedic

1.1k total citations · 1 hit paper
14 papers, 654 citations indexed

About

Helena Dedic is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Helena Dedic has authored 14 papers receiving a total of 654 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 5 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Helena Dedic's work include Innovative Teaching and Learning Methods (4 papers), Online and Blended Learning (4 papers) and Grit, Self-Efficacy, and Motivation (3 papers). Helena Dedic is often cited by papers focused on Innovative Teaching and Learning Methods (4 papers), Online and Blended Learning (4 papers) and Grit, Self-Efficacy, and Motivation (3 papers). Helena Dedic collaborates with scholars based in Canada, United States and Sweden. Helena Dedic's co-authors include Steven Rosenfield, Tomas Jungert, Richard Koestner, Kaspar Schattke, Geneviève A. Mageau, Geneviève Taylor, Kyle Hubbard, Mark W. Aulls, Nathan C. Hall and Nathaniel Lasry and has published in prestigious journals such as American Journal of Physics, Contemporary Educational Psychology and European Journal of Psychology of Education.

In The Last Decade

Helena Dedic

12 papers receiving 617 citations

Hit Papers

align trajectories

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.

A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation

2014 497 citations Geneviève Taylor, Tomas Jungert et al. Contemporary Educational Psychology profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Helena Dedic Canada	6	342	261	246	154	101	14	654
Steven Rosenfield Canada	6	328 1.0×	233 0.9×	217 0.9×	142 0.9×	80 0.8×	13	611
Brad Papworth Australia	12	261 0.8×	329 1.3×	184 0.7×	119 0.8×	100 1.0×	15	658
Katarzyna Gogol Germany	7	319 0.9×	256 1.0×	314 1.3×	154 1.0×	59 0.6×	11	690
Anne F. Weidinger Germany	11	346 1.0×	342 1.3×	284 1.2×	104 0.7×	67 0.7×	17	738
Keith D. Ciani United States	10	425 1.2×	294 1.1×	313 1.3×	119 0.8×	142 1.4×	11	694
YoonJung Cho United States	11	326 1.0×	360 1.4×	251 1.0×	122 0.8×	57 0.6×	28	744
Toni M. Kempler United States	5	364 1.1×	438 1.7×	303 1.2×	220 1.4×	75 0.7×	5	825
Anna Tapola Finland	12	263 0.8×	253 1.0×	307 1.2×	154 1.0×	60 0.6×	30	573
Maarten Pinxten Belgium	14	221 0.6×	324 1.2×	273 1.1×	78 0.5×	62 0.6×	27	619
Marianne Miserandino United States	6	279 0.8×	185 0.7×	173 0.7×	128 0.8×	92 0.9×	15	554

Countries citing papers authored by Helena Dedic

Since Specialization

Citations

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

Fields of papers citing papers by Helena Dedic

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Helena Dedic

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

All Works

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14 of 14 papers shown

Jungert, Tomas, Kyle Hubbard, Helena Dedic, & Steven Rosenfield. (2018). Systemizing and the gender gap: examining academic achievement and perseverance in STEM. European Journal of Psychology of Education. 34(2). 479–500. 25 indexed citations

Lysenko, Larysa, et al.. (2016). Using Interactive Software to Teach Foundational Mathematical Skills. Journal of Information Technology Education Innovations in Practice. 15. 19–34. 8 indexed citations

Dedic, Helena, et al.. (2015). Online assessments and interactive classroom sessions : a potent prescription for ailing success rates in social science calculus /. Bibliothèque et Archives nationales du Québec (Québec government).

Aulls, Mark W., et al.. (2015). Exploring Student Persistence in STEM Programs: A Motivational Model. Canadian Journal of Education / Revue canadienne de l éducation. 38(1). 1–27. 60 indexed citations

Taylor, Geneviève, Tomas Jungert, Geneviève A. Mageau, et al.. (2014). A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation. Contemporary Educational Psychology. 39(4). 342–358. 497 indexed citations breakdown →

Dedic, Helena, et al.. (2014). Just Computer Aided Instruction Is Not Enough: Combining WeBWorK with In-Class Interactive Sessions Increases Achievement and Perseverance of Social Science Calculus Students. Bibliothèque et Archives nationales du Québec (Québec government). 2 indexed citations

Lasry, Nathaniel, et al.. (2013). Changing classroom designs: Easy; Changing instructors' pedagogies: Not so easy.... AIP conference proceedings. 238–241. 4 indexed citations

Rosenfield, Steven, et al.. (2012). Reply to “Comment on ‘The puzzling reliability of the Force Concept Inventory,’ by N. Lasry, S. Rosenfield, H. Dedic, A. Dahan, and O. Reshef [Am. J. Phys. 79, 909–912 (2011)]”. American Journal of Physics. 80(4). 350–350. 2 indexed citations

Lasry, Nathaniel, et al.. (2011). The puzzling reliability of the Force Concept Inventory. American Journal of Physics. 79(9). 909–912. 41 indexed citations

10.

Dedic, Helena, Steven Rosenfield, Nathaniel Lasry, et al.. (2010). Are All Wrong FCI Answers Equivalent?. AIP conference proceedings. 125–128. 9 indexed citations

11.

Jungert, Tomas, Helena Dedic, & Steven Rosenfield. (2009). Model of how cognitive style impacts differentially by gender on achievement and perseverance in SMET studies. 133. 2 indexed citations

12.

Dedic, Helena, et al.. (2008). Online Assignments and Interactive Classroom Sessions: A Potent Prescription for Ailing Success Rates in Calculus. 1 indexed citations

13.

Dedic, Helena. (2004). Calculus and computer-supported collaborative learning /. Bibliothèque et Archives nationales du Québec (Québec government).

14.

Dedic, Helena, et al.. (2001). “Do I Really Hafta?” WebCal, A Look at the Use of LiveMath Software in Web-based Materials that Provide Interactive Engagement in a Collaborative Learning Environment for Differential Calculus. Educational Research and Evaluation. 7(2-3). 285–312. 3 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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