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.
Age‐Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior
2008292 citationsJudit Kormos, Kata CsizérLanguage Learningprofile →
This map shows the geographic impact of Judit Kormos'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 Judit Kormos with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Judit Kormos more than expected).
This network shows the impact of papers produced by Judit Kormos. 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 Judit Kormos. The network helps show where Judit Kormos may publish in the future.
Co-authorship network of co-authors of Judit Kormos
This figure shows the co-authorship network connecting the top 25 collaborators of Judit Kormos.
A scholar is included among the top collaborators of Judit Kormos 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 Judit Kormos. Judit Kormos is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Kormos, Judit, et al.. (2012). Teaching foreign languages to learners with specific learning differences. Lancaster EPrints (Lancaster University).1 indexed citations
13.
Kormos, Judit & Anna Trebits. (2011). Working memory capacity and narrative task performance. Lancaster EPrints (Lancaster University).12 indexed citations
14.
Kormos, Judit, Thom Kiddle, & Kata Csizér. (2011). Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation.. Lancaster EPrints (Lancaster University).7 indexed citations
Kormos, Judit & Kata Csizér. (2008). Age‐Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior. Language Learning. 58(2). 327–355.292 indexed citations breakdown →
17.
Kontra, Edit H. & Judit Kormos. (2006). Strategy use and the construct of C-tests.. Lancaster EPrints (Lancaster University).4 indexed citations
18.
Csizér, Kata & Judit Kormos. (2006). Az interkulturális kapcsolatok és az idegen nyelvi motiváció összefüggései: Egy interjúkutatás eredményei [Intercultural contact and foreign language motivation]. Lancaster EPrints (Lancaster University).1 indexed citations
19.
Kormos, Judit, et al.. (2006). Angol szakos hallgatók nyelvtanulási motivációja: Egy interjú vizsgálat tanulságai [The language learning motivation of English majors: Lessons from an interview study].. Lancaster EPrints (Lancaster 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.