Javier Rosales

517 total citations
42 papers, 372 citations indexed

About

Javier Rosales is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Javier Rosales has authored 42 papers receiving a total of 372 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 15 papers in Developmental and Educational Psychology and 8 papers in Information Systems. Recurrent topics in Javier Rosales's work include Educational theories and practices (14 papers), Literacy and Educational Practices (14 papers) and Cognitive and developmental aspects of mathematical skills (7 papers). Javier Rosales is often cited by papers focused on Educational theories and practices (14 papers), Literacy and Educational Practices (14 papers) and Cognitive and developmental aspects of mathematical skills (7 papers). Javier Rosales collaborates with scholars based in Spain, Chile and United States. Javier Rosales's co-authors include Emilio Sánchez, Josetxu Orrantia, Santiago Vicente, David Múñez, Emílio Sánchez Miguel, Emilio Fonseca Sánchez, J. Ricardo García, P. Condé, Lieven Verschaffel and Barbara Arfé and has published in prestigious journals such as Computers in Human Behavior, Frontiers in Psychology and Sustainability.

In The Last Decade

Javier Rosales

40 papers receiving 333 citations

Peers

Javier Rosales

EDUCA

DEP

SPS

Cecilia Henríquez Fernández United States

Birgit Heppt Germany

Stephanie Herppich Germany

Jennifer Paetsch Germany

Emílio Sánchez Miguel Spain

Francesca Morselli Italy

Hanna Palmér Sweden

Anne P. Sweet United States

Suzanne Donovan United States

Anu Kajamies Finland

Cecilia Henríquez Fernández United States

Javier Rosales

287 ×1.0

EDUCA

143 ×1.1

DEP

16 ×0.2

56 ×0.9

36 ×1.0

SPS

Citations per year, relative to Javier Rosales Javier Rosales (= 1×) peers Cecilia Henríquez Fernández

Countries citing papers authored by Javier Rosales

Since Specialization

Citations

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

Fields of papers citing papers by Javier Rosales

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Javier Rosales

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

Vicente, Santiago, et al.. (2024). Influence of teachers’ pedagogical knowledge on their classroom practice when solving arithmetic word problems with their students. An exploratory study / Influencia del conocimiento pedagógico del profesorado en su práctica de aula cuando resuelve problemas aritméticos verbales con su alumnado. Un estudio exploratorio. Journal for the Study of Education and Development Infancia y Aprendizaje. 47(2). 321–345.

Rosales, Javier, et al.. (2023). Is the home literacy environment different depending on the media? Paper vs. tablet-based practices. Reading and Writing. 37(9). 2349–2364. 2 indexed citations

Rosales, Javier, et al.. (2022). Academic motivation at early ages: Spanish validation of the Elementary School Motivation Scale (ESMS-E). Frontiers in Psychology. 13. 980434–980434.

Fajardo, Inmaculada, et al.. (2021). Beyond the Educational Context: Relevance of Intrinsic Reading Motivation During COVID-19 Confinement in Spain. Frontiers in Psychology. 12. 703251–703251. 5 indexed citations

Rosales, Javier, et al.. (2021). Conocimiento de maestros en servicio y en formación sobre resolución de problemas aritméticos. Universitas Psychologica. 19. 1–15. 2 indexed citations

Rosales, Javier, et al.. (2020). Actividades aritméticas en el hogar en relación con el procesamiento numérico básico en alumnos preescolares. Revista de educación. 45–66. 3 indexed citations

Vicente, Santiago, et al.. (2020). Analysis of Teacher-Student Interaction in the Joint Solving of Non-Routine Problems in Primary Education Classrooms. Sustainability. 12(24). 10428–10428. 10 indexed citations

Rosales, Javier, et al.. (2019). Motivación, Rendimiento en Matemáticas y Prácticas Familiares: un Estudio de su Relación en 1º de Educación Primaria. Psicologí a Educativa. 26(1). 67–75. 5 indexed citations

Rosales, Javier, et al.. (2017). Análisis del discurso motivacional durante la resolución de problemas matemáticos en el aula. Psychology Society & Education. 9(1). 27–27. 1 indexed citations

10.

Orrantia, Josetxu, David Múñez, Santiago Vicente, Lieven Verschaffel, & Javier Rosales. (2014). Processing of Situational Information in Story Problem Texts. An Analysis from On-Line Measures. The Spanish Journal of Psychology. 17. E8–E8. 4 indexed citations

11.

Múñez, David, Josetxu Orrantia, & Javier Rosales. (2013). The Effect of External Representations on Compare Word Problems: Supporting Mental Model Construction. The Journal of Experimental Education. 81(3). 337–355. 23 indexed citations

12.

Rosales, Javier, et al.. (2012). Teacher–student interaction in joint word problem solving. The role of situational and mathematical knowledge in mainstream classrooms. Teaching and Teacher Education. 28(8). 1185–1195. 33 indexed citations

13.

Miguel, Emílio Sánchez, et al.. (2010). La lectura en el aula : qué se hace, qué se debe hacer y qué se puede hacer. Dialnet (Universidad de la Rioja). 14 indexed citations

14.

Miguel, Emílio Sánchez, et al.. (2009). Para ayudar a comprender : ¿qué se debe hacer?, ¿qué se hace?, ¿qué se puede hacer?. Aula de innovación educativa. 65–70. 1 indexed citations

15.

Miguel, Emílio Sánchez, et al.. (2008). Elementos para analizar la interacción entre estudiantes y profesores : ¿qué ocurre cuando se consideran diferentes dimensiones y diferentes unidades de análisis?. Revista de educación. 105–138. 18 indexed citations

16.

Sánchez, Emilio & Javier Rosales. (2005). La práctica educativa. Una revisión a partir del estudio de la interacción profesor-alumnos en el aula. Culture and Education. 17(2). 147–173. 15 indexed citations

17.

Rosales, Javier, et al.. (2004). Interacción profesor-alumnos y comprensión de textos : el papel del profesor en la organización de la responsabilidad conjunta. Revista de educación. 347–360. 3 indexed citations

18.

Sánchez, Emilio Fonseca, et al.. (1999). Understanding and communication in expositive discourse: an analysis of the strategies used by expert and preservice teachers.. Teaching and Teacher Education. 15(1). 37–58. 40 indexed citations

19.

Sánchez, Emilio, et al.. (1996). La formación del profesorado en habilidades discursivas: ¿Es posible enseñar a explicar manteniendo una conversación encubierta?. Journal for the Study of Education and Development Infancia y Aprendizaje. 19(74). 119–137. 4 indexed citations

20.

Sánchez, Emilio Fonseca, Josetxu Orrantia, & Javier Rosales. (1992). Cómo mejorar la comprensión de textos en el aula. Dialnet (Universidad de la Rioja). 4(14). 89–112. 10 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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