Junqing Zhai

623 total citations
25 papers, 416 citations indexed

About

Junqing Zhai is a scholar working on Education, Social Psychology and Management, Monitoring, Policy and Law. According to data from OpenAlex, Junqing Zhai has authored 25 papers receiving a total of 416 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 8 papers in Social Psychology and 7 papers in Management, Monitoring, Policy and Law. Recurrent topics in Junqing Zhai's work include Environmental Education and Sustainability (7 papers), Science Education and Pedagogy (6 papers) and Animal and Plant Science Education (5 papers). Junqing Zhai is often cited by papers focused on Environmental Education and Sustainability (7 papers), Science Education and Pedagogy (6 papers) and Animal and Plant Science Education (5 papers). Junqing Zhai collaborates with scholars based in China, United Kingdom and Singapore. Junqing Zhai's co-authors include Aik‐Ling Tan, Yan Zhu, Justin Dillon, Jennie Winter, Christopher G. Ellison, Eric D. Marquardt, Norval D. Glenn, Debby Cotton, Mao-Ying Wu and Wendy M. Miller and has published in prestigious journals such as Journal of Cleaner Production, Journal of Nutrition and Frontiers in Psychology.

In The Last Decade

Junqing Zhai

23 papers receiving 389 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Junqing Zhai China 11 174 115 104 77 70 25 416
Sara Frate Italy 8 304 1.7× 63 0.5× 57 0.5× 186 2.4× 43 0.6× 10 480
Shashidhar Belbase United Arab Emirates 15 407 2.3× 49 0.4× 71 0.7× 27 0.4× 32 0.5× 88 702
Laurie Thorp United States 13 164 0.9× 110 1.0× 12 0.1× 135 1.8× 64 0.9× 25 453
T. Subahan Mohd Meerah Malaysia 15 484 2.8× 46 0.4× 59 0.6× 69 0.9× 47 0.7× 49 685
Olen Gunnlaugson Canada 12 205 1.2× 44 0.4× 17 0.2× 44 0.6× 56 0.8× 27 475
Natalia Montinari Italy 11 51 0.3× 170 1.5× 102 1.0× 39 0.5× 97 1.4× 34 506
Brett L. M. Levy United States 14 315 1.8× 280 2.4× 40 0.4× 147 1.9× 74 1.1× 25 608
Rachel Masika United Kingdom 12 200 1.1× 125 1.1× 23 0.2× 27 0.4× 35 0.5× 20 458
Mercedes López-Sáez Spain 8 78 0.4× 97 0.8× 11 0.1× 31 0.4× 58 0.8× 24 403
Roberto Carneiro Portugal 10 363 2.1× 57 0.5× 56 0.5× 17 0.2× 35 0.5× 35 616

Countries citing papers authored by Junqing Zhai

Since Specialization
Citations

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

Fields of papers citing papers by Junqing Zhai

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Junqing Zhai

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

All Works

20 of 20 papers shown
1.
Chen, Juan, Yifei Yu, Siyuan Sun, et al.. (2025). Probiotics and Prebiotics: Meeting Dietary Requirements for Optimal Health and Planetary Sustainability. Journal of Nutrition. 155(8). 2519–2533. 2 indexed citations
2.
3.
Zhai, Junqing & Jie Gao. (2024). Adapting and validating a game-based testing instrument for measuring nature connectedness in children. Journal of Environmental Psychology. 99. 102439–102439. 1 indexed citations
4.
Zhai, Junqing, et al.. (2024). Early childhood immersion in nature: Chinese kindergarten educators’ perspectives on nature play. Environmental Education Research. 31(2). 460–479. 3 indexed citations
5.
Zhai, Junqing, et al.. (2024). Revealing the linkage between parental perspectives on outdoor activities and the health-related quality of life in young children. Early Child Development and Care. 194(9-10). 1058–1077. 1 indexed citations
6.
Zhai, Junqing, Justin Dillon, & Vaille Dawson. (2024). Climate Change Education: Cross-Cultural Perspectives. ECNU Review of Education. 8(1). 49–52. 4 indexed citations
7.
Choi, Tae-Hee, et al.. (2023). How do students'roles in collaborative learning affect collaborative problem-solving competency? A systematic review of research. Thinking Skills and Creativity. 50. 101423–101423. 6 indexed citations
8.
Hoskins, Kate, et al.. (2023). Me, my child and Covid‐19: Parents' reflections on their child's experiences of lockdown in the UK and China. British Educational Research Journal. 49(3). 455–475. 3 indexed citations
9.
Chen, Juanjuan, Yuting Zhou, & Junqing Zhai. (2023). Incorporating AR/VR-assisted learning into informal science institutions: A systematic review. Virtual Reality. 27(3). 1985–2001. 10 indexed citations
10.
Hoskins, Kate, et al.. (2022). Children and young people's perspectives on and experiences of COVID‐19 in global contexts. Children & Society. 37(1). 1–7. 5 indexed citations
11.
12.
Zhai, Junqing, et al.. (2021). Epistemic analysis of high school science teachers’ class talks. Journal of Education for Teaching International Research and Pedagogy. 48(2). 259–262.
13.
Winter, Jennie, Junqing Zhai, & Debby Cotton. (2021). Teaching environmental sustainability in China: opportunities and challenges for business and economics faculty in higher education. Environmental Education Research. 28(2). 318–332. 12 indexed citations
14.
Cotton, Debby, Junqing Zhai, Wendy M. Miller, Luciana Dalla Valle, & Jennie Winter. (2020). Reducing energy demand in China and the United Kingdom: The importance of energy literacy. Journal of Cleaner Production. 278. 123876–123876. 33 indexed citations
15.
Zhai, Junqing, et al.. (2019). Politics, policy and higher education in India. Journal of Education Policy. 35(1). 146–148. 1 indexed citations
16.
Wu, Mao-Ying, Junqing Zhai, Geoffrey Wall, & Qiucheng Li. (2019). Understanding international students’ motivations to pursue higher education in mainland China. Educational Review. 73(5). 580–596. 24 indexed citations
17.
Tan, Aik‐Ling, et al.. (2015). Spiderman and science: How students’ perceptions of scientists are shaped by popular media. Public Understanding of Science. 26(5). 520–530. 51 indexed citations
18.
Zhai, Junqing & Justin Dillon. (2014). Communicating science to students: Investigating professional botanic garden educators' talk during guided school visits. Journal of Research in Science Teaching. 51(4). 407–429. 21 indexed citations
19.
Zhai, Junqing, et al.. (2013). ‘Am I Like a Scientist?’: Primary children's images of doing science in school. International Journal of Science Education. 36(4). 553–576. 65 indexed citations
20.
Zhai, Junqing. (2010). Contrasting Trends of Religious Markets in Contemporary Mainland China and in Taiwan. Journal of Church and State. 52(1). 94–111. 5 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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