Helyn Kim

852 total citations
23 papers, 539 citations indexed

About

Helyn Kim is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Helyn Kim has authored 23 papers receiving a total of 539 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 11 papers in Developmental and Educational Psychology and 9 papers in Statistics and Probability. Recurrent topics in Helyn Kim's work include Cognitive and developmental aspects of mathematical skills (9 papers), Children's Physical and Motor Development (8 papers) and Early Childhood Education and Development (6 papers). Helyn Kim is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (9 papers), Children's Physical and Motor Development (8 papers) and Early Childhood Education and Development (6 papers). Helyn Kim collaborates with scholars based in United States. Helyn Kim's co-authors include Claire E. Cameron, David W. Grissmer, Esther Care, Alvin Vista, Kate Anderson, Laura L. Brock, Chelsea A. K. Duran, Timothy W. Curby, Abby G. Carlson and Adam Winsler and has published in prestigious journals such as Child Development, Early Childhood Research Quarterly and Research in Developmental Disabilities.

In The Last Decade

Helyn Kim

23 papers receiving 517 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Helyn Kim United States	13	285	282	140	87	81	23	539
Marieke Peeters Netherlands	11	369 1.3×	241 0.9×	151 1.1×	76 0.9×	38 0.5×	12	566
Shauna B. Wilson United States	10	416 1.5×	365 1.3×	77 0.6×	163 1.9×	19 0.2×	12	629
Callie W. Little United States	13	232 0.8×	195 0.7×	72 0.5×	51 0.6×	20 0.2×	36	449
Nelly Tournaki United States	10	339 1.2×	137 0.5×	92 0.7×	55 0.6×	15 0.2×	22	468
Loren M. Marulis United States	8	346 1.2×	589 2.1×	94 0.7×	60 0.7×	19 0.2×	11	749
Yusra Ahmed United States	13	293 1.0×	511 1.8×	181 1.3×	42 0.5×	26 0.3×	26	678
Barbara Terry United States	9	277 1.0×	393 1.4×	57 0.4×	112 1.3×	21 0.3×	14	534
Rachel Sermier Dessemontet Switzerland	12	324 1.1×	215 0.8×	68 0.5×	159 1.8×	12 0.1×	25	579
Maja Roch Italy	15	227 0.8×	650 2.3×	82 0.6×	64 0.7×	17 0.2×	41	834
Michelle F. Maier United States	14	855 3.0×	358 1.3×	92 0.7×	198 2.3×	48 0.6×	25	982

Countries citing papers authored by Helyn Kim

Since Specialization

Citations

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

Fields of papers citing papers by Helyn Kim

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Helyn Kim

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

Cameron, Claire E., et al.. (2022). Among underserved children, behavioral self-regulation most consistently predicts early elementary teachers’ ratings of overall social–emotional learning. Frontiers in Education. 7. 1 indexed citations

Cameron, Claire E., Helyn Kim, Robert J. Duncan, Derek R. Becker, & Megan M. McClelland. (2019). Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten. Journal of Applied Developmental Psychology. 62. 135–144. 54 indexed citations

Carlson, Abby G., et al.. (2019). Early Visual-Spatial Integration Skills Predict Elementary School Achievement Among Low-Income, Ethnically Diverse Children. Early Education and Development. 31(2). 304–322. 12 indexed citations

Ross, Katherine M., Helyn Kim, Patrick H. Tolan, & Patricia A. Jennings. (2019). An exploration of normative social and emotional skill growth trajectories during adolescence. Journal of Applied Developmental Psychology. 62. 102–115. 38 indexed citations

Kim, Helyn, Chelsea A. K. Duran, Claire E. Cameron, & David W. Grissmer. (2018). Developmental Relations among Motor and Cognitive Processes and Mathematics Skills.. Grantee Submission. 89(2). 476–494. 4 indexed citations

Kim, Helyn, et al.. (2018). Using an Individualized Observational Measure to Understand Children’s Interactions in Underserved Kindergarten Classrooms. Journal of Psychoeducational Assessment. 37(8). 935–956. 7 indexed citations

Vista, Alvin, Helyn Kim, & Esther Care. (2018). Use of Data from 21st Century Skills Assessments: Issues and Key Principles.. 14 indexed citations

Brock, Laura L., et al.. (2018). Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge. Psychology in the Schools. 56(2). 176–193. 19 indexed citations

Brock, Laura L., Helyn Kim, & David W. Grissmer. (2018). Longitudinal Associations Among Executive Function, Visuomotor Integration, and Achievement in a High‐Risk Sample. Mind Brain and Education. 12(1). 23–27. 20 indexed citations

10.

Brock, Laura L., et al.. (2018). The development of theory of mind: predictors and moderators of improvement in kindergarten. Early Child Development and Care. 189(12). 1914–1924. 23 indexed citations

11.

Care, Esther, Helyn Kim, Alvin Vista, & Kate Anderson. (2018). Education System Alignment for 21st Century Skills: Focus on Assessment.. 86 indexed citations

12.

Anderson, Kate, et al.. (2018). Breadth of Learning Opportunities: A Fresh Approach to Evaluating Education Systems.. 1 indexed citations

13.

Kim, Helyn, Chelsea A. K. Duran, Claire E. Cameron, & David W. Grissmer. (2017). Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills. Child Development. 89(2). 476–494. 80 indexed citations

14.

Cottone, Elizabeth A., et al.. (2017). Preliminary Validation of the Teacher-Rated DESSA in a Low-Income, Kindergarten Sample. Journal of Psychoeducational Assessment. 37(1). 40–54. 11 indexed citations

15.

Rowe, Ellen W., Timothy W. Curby, & Helyn Kim. (2017). Variance in Teacher Ratings of Children’s Adjustment. Journal of Psychoeducational Assessment. 37(1). 26–39. 3 indexed citations

16.

Kim, Helyn, Abby G. Carlson, Timothy W. Curby, & Adam Winsler. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities. 53-54. 43–60. 67 indexed citations

17.

Kim, Helyn, et al.. (2016). Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students. Early Childhood Research Quarterly. 36. 379–390. 16 indexed citations

18.

Kim, Helyn & Claire E. Cameron. (2016). Implications of Visuospatial Skills and Executive Functions for Learning Mathematics. AERA Open. 2(4). 27 indexed citations

19.

Kim, Helyn, et al.. (2015). A Rasch Analysis of the KeyMath-3 Diagnostic Assessment.. PubMed. 16(4). 365–78. 1 indexed citations

20.

Kim, Helyn, William M. Murrah, Claire E. Cameron, et al.. (2014). Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale. Journal of Psychoeducational Assessment. 33(7). 640–651. 17 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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