Hoi Yan Cheung

534 total citations
18 papers, 391 citations indexed

About

Hoi Yan Cheung is a scholar working on Social Psychology, Clinical Psychology and Applied Psychology. According to data from OpenAlex, Hoi Yan Cheung has authored 18 papers receiving a total of 391 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Social Psychology, 7 papers in Clinical Psychology and 6 papers in Applied Psychology. Recurrent topics in Hoi Yan Cheung's work include Optimism, Hope, and Well-being (6 papers), Psychological Well-being and Life Satisfaction (5 papers) and Youth Development and Social Support (3 papers). Hoi Yan Cheung is often cited by papers focused on Optimism, Hope, and Well-being (6 papers), Psychological Well-being and Life Satisfaction (5 papers) and Youth Development and Social Support (3 papers). Hoi Yan Cheung collaborates with scholars based in Macao, Hong Kong and United States. Hoi Yan Cheung's co-authors include Xinjie Chen, Guang Zeng, Kaiping Peng, Joseph Wu, Ming Tak Hue, Chau‐kiu Cheung, Xitao Fan, Alex W.H. Chan, Edward C. Chang and Rebecca Y. M. Cheung and has published in prestigious journals such as SHILAP Revista de lepidopterología, Frontiers in Psychology and The Journal of Psychology.

In The Last Decade

Hoi Yan Cheung

18 papers receiving 378 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Hoi Yan Cheung Macao 11 243 139 106 81 55 18 391
Pa Her United States 9 144 0.6× 145 1.0× 138 1.3× 39 0.5× 98 1.8× 20 359
Eyüp Çeli̇k Türkiye 11 164 0.7× 152 1.1× 100 0.9× 56 0.7× 86 1.6× 74 389
Branko Vermote Belgium 9 188 0.8× 141 1.0× 59 0.6× 58 0.7× 49 0.9× 15 327
Barbara Hanfstingl Austria 11 179 0.7× 86 0.6× 138 1.3× 107 1.3× 36 0.7× 30 373
Yuna L. Ferguson United States 8 277 1.1× 140 1.0× 69 0.7× 91 1.1× 88 1.6× 13 443
Tarık Totan Türkiye 12 228 0.9× 146 1.1× 144 1.4× 37 0.5× 73 1.3× 56 425
Rafael Gargurevich Peru 9 234 1.0× 139 1.0× 59 0.6× 66 0.8× 90 1.6× 26 392
Ashley K. Vesely Canada 9 349 1.4× 213 1.5× 166 1.6× 79 1.0× 22 0.4× 12 470
Megan A. Thoen United States 7 170 0.7× 142 1.0× 45 0.4× 79 1.0× 60 1.1× 7 341
Atılgan Erözkan Türkiye 12 196 0.8× 216 1.6× 120 1.1× 60 0.7× 68 1.2× 41 449

Countries citing papers authored by Hoi Yan Cheung

Since Specialization
Citations

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

Fields of papers citing papers by Hoi Yan Cheung

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Hoi Yan Cheung. 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 Hoi Yan Cheung. The network helps show where Hoi Yan Cheung may publish in the future.

Co-authorship network of co-authors of Hoi Yan Cheung

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

All Works

18 of 18 papers shown
1.
2.
Chen, Xinjie, Xitao Fan, Joseph Wu, & Hoi Yan Cheung. (2020). Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study. Gifted Child Quarterly. 64(3). 204–218. 5 indexed citations
3.
Zeng, Guang, Xinjie Chen, Hoi Yan Cheung, & Kaiping Peng. (2019). Teachers' Growth Mindset and Work Engagement in the Chinese Educational Context: Well-Being and Perseverance of Effort as Mediators. Frontiers in Psychology. 10. 839–839. 128 indexed citations
4.
Chen, Xinjie, Guang Zeng, Edward C. Chang, & Hoi Yan Cheung. (2019). What Are the Potential Predictors of Psychological Capital for Chinese Primary School Teachers?. Frontiers in Education. 4. 23 indexed citations
5.
Chen, Xinjie, Xitao Fan, Hoi Yan Cheung, & Joseph Wu. (2018). The subjective well-being of academically gifted students in the Chinese cultural context. School Psychology International. 39(3). 291–311. 26 indexed citations
6.
Cheung, Rebecca Y. M., et al.. (2018). Family Risks and Adolescent Adjustment in Chinese Contexts: Testing the Mediating Role of Emotional Intelligence. Journal of Child and Family Studies. 27(12). 3887–3896. 24 indexed citations
7.
Cheung, Chau‐kiu, Xinjie Chen, & Hoi Yan Cheung. (2018). Impacts of the Mood Fit in the Classroom on Depression and Creativity. Child Indicators Research. 12(5). 1815–1830. 3 indexed citations
8.
Chu, Tsz Lun, Tao Zhang, & Hoi Yan Cheung. (2017). The roles of need-supportive social environments in university physical education courses. International Journal of Sport and Exercise Psychology. 17(3). 212–231. 6 indexed citations
9.
Chen, Xinjie, Hoi Yan Cheung, Xitao Fan, & Joseph Wu. (2017). Factors related to resilience of academically gifted students in the chinese cultural and educational environment. Psychology in the Schools. 55(2). 107–119. 37 indexed citations
10.
Cheung, Chau‐kiu, Hoi Yan Cheung, & Ming Tak Hue. (2016). Educational contributions to students’ belongingness to the society, neighbourhood, school and family. International Journal of Adolescence and Youth. 22(2). 226–237. 12 indexed citations
11.
Cheung, Hoi Yan, Timothy Teo, & Ming Tak Hue. (2015). Modeling the relationships among emotional intelligence, sensation-seeking and risk-taking attitudes of university students in Hong Kong. Journal of Risk Research. 1–21. 7 indexed citations
12.
Teo, Timothy, Hoi Yan Cheung, & Chester Chun Seng Kam. (2015). Validation of a Chinese Version of the Psychological Sense of School Membership (C-PSSM): Tests of Measurement Invariance and Latent Mean Differences. Current Psychology. 35(1). 83–91. 5 indexed citations
13.
Wu, Joseph & Hoi Yan Cheung. (2014). Confirmatory Factor Analysis of Dospert Scale with Chinese University Students. Psychological Reports. 114(1). 185–197. 14 indexed citations
14.
Cheung, Chau‐kiu, Hoi Yan Cheung, & Ming Tak Hue. (2014). Emotional Intelligence as a Basis for Self-Esteem in Young Adults. The Journal of Psychology. 149(1). 63–84. 45 indexed citations
15.
Cheung, Hoi Yan, et al.. (2014). Predicting domain-specific risk-taking attitudes of mainland China university students: a hyper core self-evaluation approach. Journal of Risk Research. 19(1). 79–100. 11 indexed citations
16.
Cheung, Hoi Yan & Alex W.H. Chan. (2010). The Effect of Education on Life Satisfaction Across Countries. Alberta Journal of Educational Research. 55(1). 124–136. 22 indexed citations
17.
Cheung, Hoi Yan & Alex W.H. Chan. (2009). The Effect of Education on Life Satisfaction Across Countries. Alberta Journal of Educational Research. 55(1). 10 indexed citations
18.
Hui, Sammy King Fai & Hoi Yan Cheung. (2004). How does learning happen for people participating in adventure training?. Asia Pacific Education Review. 5(1). 76–87. 11 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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2026