Lay See Yeo

1.5k total citations
32 papers, 1.0k citations indexed

About

Lay See Yeo is a scholar working on Clinical Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Lay See Yeo has authored 32 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Clinical Psychology, 17 papers in Education and 10 papers in Experimental and Cognitive Psychology. Recurrent topics in Lay See Yeo's work include Child and Adolescent Psychosocial and Emotional Development (12 papers), Early Childhood Education and Development (11 papers) and Parental Involvement in Education (9 papers). Lay See Yeo is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (12 papers), Early Childhood Education and Development (11 papers) and Parental Involvement in Education (9 papers). Lay See Yeo collaborates with scholars based in Singapore, Canada and United States. Lay See Yeo's co-authors include Wan Har Chong, Rebecca P. Ang, Vivien S. Huan, Isabella Wong, Robert M. Klassen, Lindsey L. Krawchuk, Choon Lang Quek, Maureen Neihart, Christine Clarke and Gregory Arief D. Liem and has published in prestigious journals such as Journal of Adolescence, Journal of Research on Adolescence and Applied Psychology.

In The Last Decade

Lay See Yeo

31 papers receiving 915 citations

Peers

Lay See Yeo

EDUCA

ECP

SPS

Angela F. Y. Siu Hong Kong

Diana Wright Guerin United States

Murat Balkıs Türkiye

Riikka Hirvonen Finland

Wolfgang Friedlmeier United States

Natasha K. Segool United States

Carla Zappulla Italy

Paulo Moreira Portugal

Helmut Fend Switzerland

Susanna Pallini Italy

Angela F. Y. Siu Hong Kong

Lay See Yeo

466 ×0.8

325 ×0.7

EDUCA

358 ×1.2

166 ×0.8

ECP

94 ×0.6

SPS

Citations per year, relative to Lay See Yeo Lay See Yeo (= 1×) peers Angela F. Y. Siu

Countries citing papers authored by Lay See Yeo

Since Specialization

Citations

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

Fields of papers citing papers by Lay See Yeo

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lay See Yeo. 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 Lay See Yeo. The network helps show where Lay See Yeo may publish in the future.

Co-authorship network of co-authors of Lay See Yeo

This figure shows the co-authorship network connecting the top 25 collaborators of Lay See Yeo. A scholar is included among the top collaborators of Lay See Yeo 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 Lay See Yeo. Lay See Yeo 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

Chen, Sherry Y., et al.. (2025). Evaluating the Efficacy of a Universal Classroom-Based Test Anxiety Intervention Program for Secondary School Students. School Mental Health. 17(2). 540–552.

Yeo, Lay See, et al.. (2015). School-Based Intervention for Test Anxiety. Child & Youth Care Forum. 45(1). 1–17. 41 indexed citations

Yeo, Lay See, et al.. (2014). School-Based Counseling in Singapore. 4(2). 159–167. 7 indexed citations

Ang, Rebecca P., et al.. (2013). Gender as a Moderator of the Relationship Between Early Separation from Parents and Psychopathic Traits in a Sample of At-Risk Adolescents. Journal of Child and Family Studies. 23(6). 1027–1033. 4 indexed citations

Yeo, Lay See, et al.. (2012). Attributional Style and Self-Efficacy in Singaporean Adolescents. Australian Journal of Guidance and Counselling. 22(1). 82–101. 5 indexed citations

Huan, Vivien S., Lay See Yeo, Rebecca P. Ang, & Wan Har Chong. (2012). Concerns and Coping in Asian Adolescents—Gender as a Moderator. The Journal of Educational Research. 105(3). 151–160. 2 indexed citations

Krishnan, P. S. Sankara Rama, et al.. (2012). School-based cognitive-behavioural therapy for academically underachieving Singaporean adolescents with aggressive and rule-breaking behaviour. 4(1). 3–17. 4 indexed citations

Yeo, Lay See, et al.. (2011). The Role of Affective and Cognitive Empathy in Physical, Verbal, and Indirect Aggression of a Singaporean Sample of Boys. The Journal of Psychology. 145(4). 313–330. 46 indexed citations

Chong, Wan Har, Vivien S. Huan, Choon Lang Quek, Lay See Yeo, & Rebecca P. Ang. (2010). Teacher-Student Relationship: The Influence of Teacher Interpersonal Behaviours and Perceived Beliefs about Teachers on the School Adjustment of Low Achieving Students in Asian Middle Schools. School Psychology International. 31(3). 312–328. 39 indexed citations

10.

Klassen, Robert M., Rebecca P. Ang, Wan Har Chong, et al.. (2009). A Cross‐Cultural Study of Adolescent Procrastination. Journal of Research on Adolescence. 19(4). 799–811. 78 indexed citations

11.

Ang, Rebecca P., Wan Har Chong, Vivien S. Huan, Choon Lang Quek, & Lay See Yeo. (2008). Teacher—Student Relationship Inventory. Journal of Psychoeducational Assessment. 26(4). 339–349. 21 indexed citations

12.

Ang, Rebecca P., Robert M. Klassen, Lay See Yeo, et al.. (2008). Correlates of Academic Procrastination and Students’ Grade Goals. Current Psychology. 27(2). 135–144. 75 indexed citations

13.

Yeo, Lay See, Rebecca P. Ang, Wan Har Chong, Vivien S. Huan, & Choon Lang Quek. (2008). Teacher Efficacy In the Context of Teaching Low Achieving Students. Current Psychology. 27(3). 192–204. 86 indexed citations

14.

Yeo, Lay See, Rebecca P. Ang, Wan Har Chong, & Vivien S. Huan. (2007). Gender Differences in Adolescent Concerns and Emotional Well-Being: Perceptions of Singaporean Adolescent Students. The Journal of Genetic Psychology. 168(1). 63–80. 34 indexed citations

15.

Ang, Rebecca P., Wan Har Chong, Vivien S. Huan, & Lay See Yeo. (2007). Validation of the Adolescent Concerns Measure (ACM): evidence from exploratory and confirmatory factor analysis.. PubMed. 42(166). 221–40. 8 indexed citations

16.

Huan, Vivien S., Lay See Yeo, Rebecca P. Ang, & Wan Har Chong. (2006). The influence of dispositional optimism and gender on adolescents' perception of academic stress.. PubMed. 41(163). 533–46. 71 indexed citations

17.

Yeo, Lay See & Christine Clarke. (2006). Adjustment to the first year in school — A Singapore perspective. European Early Childhood Education Research Journal. 14(2). 55–68. 11 indexed citations

18.

Yeo, Lay See, et al.. (2005). Cognitive-behavioural therapy in a hospital setting for children with severe emotional and/or behaviour disorders. Child Care in Practice. 11(1). 7–22. 3 indexed citations

19.

Yeo, Lay See & Christine Clarke. (2005). Starting School—A Singapore Story told by Children. Australasian Journal of Early Childhood. 30(3). 1–8. 21 indexed citations

20.

Ang, Rebecca P. & Lay See Yeo. (2004). Asian Secondary School Students' Help‐Seeking Behaviour and Preferences for Counsellor Characteristics. Pastoral Care in Education. 22(4). 40–48. 12 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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