Joost Meijer

888 total citations
20 papers, 619 citations indexed

About

Joost Meijer is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Joost Meijer has authored 20 papers receiving a total of 619 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 7 papers in Experimental and Cognitive Psychology and 7 papers in Education. Recurrent topics in Joost Meijer's work include Innovative Teaching and Learning Methods (7 papers), Educational Strategies and Epistemologies (5 papers) and Cognitive Abilities and Testing (5 papers). Joost Meijer is often cited by papers focused on Innovative Teaching and Learning Methods (7 papers), Educational Strategies and Epistemologies (5 papers) and Cognitive Abilities and Testing (5 papers). Joost Meijer collaborates with scholars based in Netherlands and Belgium. Joost Meijer's co-authors include Marcel V. J. Veenman, B.H.A.M. van Hout‐Wolters, Jan J. Elshout, Ron Oostdam, Gonny Schellings, Bernadette van Hout-Wolters, Wil Meeus, M. Elshout-Mohr, Cornelis M. van Putten and Aryan van der Leij and has published in prestigious journals such as Learning and Instruction, British Journal of Educational Psychology and Instructional Science.

In The Last Decade

Joost Meijer

20 papers receiving 545 citations

Peers

Joost Meijer

DEP

EDUCA

ECP

Lorna K. S. Chan Australia

Hans‐Peter Langfeldt Germany

Carolyn Woszczyna Canada

Teresa Ober United States

Silke Hertel Germany

Claire Sangster United Kingdom

Caroline Dupeyrat France

Penny Coltman United Kingdom

Sonia Zaccoletti Italy

Darinka Radovic Chile

Lorna K. S. Chan Australia

Joost Meijer

334 ×0.9

DEP

411 ×1.5

EDUCA

128 ×0.8

ECP

88 ×0.8

55 ×0.9

Citations per year, relative to Joost Meijer Joost Meijer (= 1×) peers Lorna K. S. Chan

Countries citing papers authored by Joost Meijer

Since Specialization

Citations

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

Fields of papers citing papers by Joost Meijer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joost Meijer

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

Schellings, Gonny, B.H.A.M. van Hout‐Wolters, Marcel V. J. Veenman, & Joost Meijer. (2012). Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols. European Journal of Psychology of Education. 28(3). 963–990. 57 indexed citations

Meijer, Joost, Marcel V. J. Veenman, & Bernadette van Hout-Wolters. (2011). Multi-domain, multi-method measures of metacognitive activity: what is all the fuss about metacognition … indeed?. Research Papers in Education. 27(5). 597–627. 15 indexed citations

Meijer, Joost & Ron Oostdam. (2010). Effects of instruction and stage-fright on intelligence testing. European Journal of Psychology of Education. 26(1). 143–161. 9 indexed citations

Meijer, Joost & Ron Oostdam. (2007). Test anxiety and intelligence testing: A closer examination of the stage-fright hypothesis and the influence of stressful instruction. Anxiety Stress & Coping. 20(1). 77–91. 10 indexed citations

Meijer, Joost. (2007). Correlates of student stress in secondary education. Educational Research. 49(1). 21–35. 14 indexed citations

Meijer, Joost, et al.. (2006). Social-emotional characteristics and special educational needs. European Journal of Psychology of Education. 21(4). 385–400. 4 indexed citations

Meijer, Joost, Marcel V. J. Veenman, & B.H.A.M. van Hout‐Wolters. (2006). Metacognitive activities in text-studying and problem-solving: Development of a taxonomy. Educational Research and Evaluation. 12(3). 209–237. 162 indexed citations

Meijer, Joost, Marcel V. J. Veenman, & B.H.A.M. van Hout‐Wolters. (2004). Metacognitive and cognitive activities of 13 year olds in text-studying and problem solving. UvA-DARE (University of Amsterdam). 1 indexed citations

Elshout-Mohr, M., et al.. (2003). A self-report inventory for metacognition related to academic tasks. VUBIR (Vrije Universiteit Brussel). 11 indexed citations

10.

Meijer, Joost, et al.. (2003). Measuring metacognitive knowledge, skills and attitude by selfreport. UvA-DARE (University of Amsterdam). 2 indexed citations

11.

Oostdam, Ron & Joost Meijer. (2003). Influence of Test Anxiety on Measurement of Intelligence. Psychological Reports. 92(1). 3–20. 20 indexed citations

12.

Meijer, Joost, et al.. (2002). Teaching and testing mathematical problem solving by offering optional assistance. Instructional Science. 30(3). 187–220. 11 indexed citations

13.

Meijer, Joost. (2001). STRESS IN THE RELATION BETWEEN TRAIT AND STATE ANXIETY. Psychological Reports. 88(4). 947–947. 2 indexed citations

14.

Meijer, Joost & Jan J. Elshout. (2001). The predictive and discriminant validity of the zone of proximal development. British Journal of Educational Psychology. 71(1). 93–113. 25 indexed citations

15.

Meijer, Joost. (2001). Stress in the Relation between Trait and State Anxiety. Psychological Reports. 88(3_suppl). 947–964. 49 indexed citations

16.

Meijer, Joost. (2001). STRESS IN THE RELATION BETWEEN TRAIT AND STATE ANXIETY. Psychological Reports. 88(3). 947–947. 9 indexed citations

17.

Meijer, Joost & Ron Oostdam. (2001). The factor structure and criterion validity of a test for assessment of cognitive abilities. Comparing students in special and regular education. European Journal of Psychology of Education. 16(4). 531–547. 7 indexed citations

18.

Meijer, Joost. (2001). Learning potential and anxious tendency: Test anxiety as a bias factor in educational testing. Anxiety Stress & Coping. 14(3). 337–362. 52 indexed citations

19.

Veenman, Marcel V. J., Jan J. Elshout, & Joost Meijer. (1997). The generality vs domain-specificity of metacognitive skills in novice learning across domains. Learning and Instruction. 7(2). 187–209. 153 indexed citations

20.

Meijer, Joost, et al.. (1986). Analysis of solving problems. Instructional Science. 15(1). 3–19. 6 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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