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.
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
2005642 citationsBram De Wever, Tammy Schellens et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Hilde Van Keer
Since
Specialization
Citations
This map shows the geographic impact of Hilde Van Keer'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 Hilde Van Keer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Hilde Van Keer more than expected).
This network shows the impact of papers produced by Hilde Van Keer. 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 Hilde Van Keer. The network helps show where Hilde Van Keer may publish in the future.
Co-authorship network of co-authors of Hilde Van Keer
This figure shows the co-authorship network connecting the top 25 collaborators of Hilde Van Keer.
A scholar is included among the top collaborators of Hilde Van Keer 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 Hilde Van Keer. Hilde Van Keer is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Aesaert, Koen, et al.. (2019). The relationship between 9th grade students' reading motivation, reading behavior and reading comprehension. Ghent University Academic Bibliography (Ghent University).
Keer, Hilde Van, et al.. (2017). Exploring diversity in teachers’ implementation of self-regulated learning in primary schools : a mixed-method study. Ghent University Academic Bibliography (Ghent University).2 indexed citations
11.
Smedt, Fien De, et al.. (2017). Cognitive and motivational key factors of late primary students’ writing performance. Ghent University Academic Bibliography (Ghent University).2 indexed citations
12.
Roets, Griet, et al.. (2015). Het vermogen tot leren : een kwalitatief onderzoek in de context van het systeem leren en werken in Gent. Ghent University Academic Bibliography (Ghent University).1 indexed citations
13.
Smedt, Fien De, Hilde Van Keer, & Emmelien Merchie. (2015). Student and class-level correlates of Flemish late elementary school childrens writing performance. Ghent University Academic Bibliography (Ghent University).1 indexed citations
14.
Backer, Liesje De, Hilde Van Keer, & Martín Valcke. (2014). Exploring the relations between reciprocal peer tutoring groups' metacognitive regulation, cognitive processing, and transactive discussions. Ghent University Academic Bibliography (Ghent University).1 indexed citations
15.
Backer, Liesje De, Hilde Van Keer, & Martín Valcke. (2013). Learning to regulate from peers? An analysis on peer tutoring groups' metacognitive regulation. Ghent University Academic Bibliography (Ghent University).1 indexed citations
16.
Naeghel, Jessie De, Hilde Van Keer, Maarten Vansteenkiste, Leen Haerens, & Nathalie Aelterman. (2013). Enhancing primary students' autonomous reading motivation: impact of an SDT-based teacher training. Ghent University Academic Bibliography (Ghent University).1 indexed citations
17.
Vandevelde, Sabrina & Hilde Van Keer. (2012). Self-regulated learning in late primary school: what can we learn from think aloud protocol analysis?. Ghent University Academic Bibliography (Ghent University).1 indexed citations
18.
Wever, Bram De, Hilde Van Keer, Tammy Schellens, & Martín Valcke. (2010). Content analysis in asynchronous discussion groups: studying role internalization. Ghent University Academic Bibliography (Ghent University).
19.
Keer, Hilde Van, et al.. (2007). Cross-age peer tutors in asynchronous discussion groups. Promoting tutors' efficacy beliefs and grading up the quality of interventions.. Ghent University Academic Bibliography (Ghent University).1 indexed citations
20.
Keer, Hilde Van, et al.. (2007). Peer tutoring in het hoger onderwijs. Een studie naar tutorgedrag binnen een online en face-to-face setting. Ghent University Academic Bibliography (Ghent University).1 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.