M. Elshout-Mohr

543 total citations
21 papers, 370 citations indexed

About

M. Elshout-Mohr is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, M. Elshout-Mohr has authored 21 papers receiving a total of 370 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 15 papers in Developmental and Educational Psychology and 2 papers in Social Psychology. Recurrent topics in M. Elshout-Mohr's work include Innovative Teaching and Learning Methods (9 papers), Education and Critical Thinking Development (5 papers) and Educational Strategies and Epistemologies (4 papers). M. Elshout-Mohr is often cited by papers focused on Innovative Teaching and Learning Methods (9 papers), Education and Critical Thinking Development (5 papers) and Educational Strategies and Epistemologies (4 papers). M. Elshout-Mohr collaborates with scholars based in Netherlands, United States and Belgium. M. Elshout-Mohr's co-authors include R. Dekker, Bernadette van Hout-Wolters, Joost M. Meijer, Kees de Glopper, H. Broekkamp, Wil Meeus, Terry Wood, B.H.A.M. van Hout‐Wolters, Ron Oostdam and Peter Sleegers and has published in prestigious journals such as Learning and Instruction, Language Learning and Higher Education.

In The Last Decade

M. Elshout-Mohr

20 papers receiving 304 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
M. Elshout-Mohr Netherlands 12 252 232 36 35 32 21 370
Dan Donlan United States 5 190 0.8× 129 0.6× 30 0.8× 32 0.9× 24 0.8× 38 286
Jerry L. Johns United States 10 257 1.0× 190 0.8× 31 0.9× 37 1.1× 14 0.4× 73 364
Susan P. Homan United States 9 232 0.9× 194 0.8× 23 0.6× 20 0.6× 10 0.3× 21 340
Mabel O. Rivera United States 9 225 0.9× 237 1.0× 19 0.5× 54 1.5× 11 0.3× 18 391
Ken Spencer United Kingdom 9 183 0.7× 148 0.6× 18 0.5× 69 2.0× 20 0.6× 18 280
Maribeth Cassidy Schmitt United States 12 274 1.1× 205 0.9× 13 0.4× 25 0.7× 13 0.4× 23 362
Dorothy J. Watson 6 259 1.0× 206 0.9× 30 0.8× 80 2.3× 24 0.8× 18 405
Barbara S. Pettegrew United States 7 190 0.8× 150 0.6× 14 0.4× 60 1.7× 29 0.9× 9 326
Tomás Martínez Spain 11 305 1.2× 234 1.0× 43 1.2× 10 0.3× 40 1.3× 27 400
Ramiro Gilabert Spain 11 394 1.6× 241 1.0× 79 2.2× 15 0.4× 75 2.3× 22 494

Countries citing papers authored by M. Elshout-Mohr

Since Specialization
Citations

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

Fields of papers citing papers by M. Elshout-Mohr

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by M. Elshout-Mohr. 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 M. Elshout-Mohr. The network helps show where M. Elshout-Mohr may publish in the future.

Co-authorship network of co-authors of M. Elshout-Mohr

This figure shows the co-authorship network connecting the top 25 collaborators of M. Elshout-Mohr. A scholar is included among the top collaborators of M. Elshout-Mohr 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 M. Elshout-Mohr. M. Elshout-Mohr 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.
Meijer, Joost M., et al.. (2013). The development of a questionnaire on metacognition for students in higher education. Educational Research. 55(1). 31–52. 32 indexed citations
2.
Dekker, R., M. Elshout-Mohr, & Terry Wood. (2006). How Children Regulate their Own Collaborative Learning. Educational Studies in Mathematics. 62(1). 57–79. 20 indexed citations
3.
Elshout-Mohr, M., et al.. (2004). Joint research into the AILI (Awareness of Independent Learning Inventory). UvA-DARE (University of Amsterdam). 2 indexed citations
4.
Dekker, R. & M. Elshout-Mohr. (2004). Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning. Educational Studies in Mathematics. 56(1). 39–65. 69 indexed citations
5.
Elshout-Mohr, M., et al.. (2003). A self-report inventory for metacognition related to academic tasks. VUBIR (Vrije Universiteit Brussel). 11 indexed citations
6.
Beishuizen, J.J., Jessica J. Asscher, Fleur Prinsen, & M. Elshout-Mohr. (2003). Presence and place of main ideas and examples in study texts. British Journal of Educational Psychology. 73(3). 291–316. 15 indexed citations
7.
Meijer, Joost, et al.. (2003). Measuring metacognitive knowledge, skills and attitude by selfreport. UvA-DARE (University of Amsterdam). 2 indexed citations
8.
Elshout-Mohr, M., et al.. (2002). Situated regulation of science text processing. UvA-DARE (University of Amsterdam). 223–252. 2 indexed citations
9.
Elshout-Mohr, M., et al.. (2002). Student assessment within the context of constructivist educational settings. Studies In Educational Evaluation. 28(4). 369–390. 12 indexed citations
10.
Elshout-Mohr, M. & Ron Oostdam. (2001). Assessment van competenties in een dynamisch curriculum.. UvA-DARE (University of Amsterdam). 4 indexed citations
11.
Elshout-Mohr, M., et al.. (2001). Assessment van competenties.. UvA-DARE (University of Amsterdam). 43–48. 1 indexed citations
12.
Meijer, Joost M., M. Elshout-Mohr, & B.H.A.M. van Hout‐Wolters. (2001). An Instrument for the Assessment of Cross-Curricular Skills. Educational Research and Evaluation. 7(1). 79–107. 18 indexed citations
13.
Elshout-Mohr, M., et al.. (2001). Deriving the Meaning of Unknown Words From Multiple Contexts. Language Learning. 51(1). 145–181. 34 indexed citations
14.
Dekker, R., Terry Wood, & M. Elshout-Mohr. (2001). Interactive learning and mathematical level raising: a multiple analysis of learning events. UvA-DARE (University of Amsterdam). 2. 329–336. 1 indexed citations
15.
Dekker, R. & M. Elshout-Mohr. (1998). A Process Model for Interaction and Mathematical Level Raising. Educational Studies in Mathematics. 35(3). 303–314. 37 indexed citations
16.
Elshout-Mohr, M., Bernadette van Hout-Wolters, & H. Broekkamp. (1998). Mapping situations in classroom and research: eight types of instructional-learning episodes. Learning and Instruction. 9(1). 57–75. 29 indexed citations
17.
Elshout-Mohr, M.. (1994). Feedback in Self-Instruction. European Education. 26(2). 58–73. 13 indexed citations
18.
Elshout-Mohr, M., et al.. (1988). The Topic-Comment Technique to Study Expository Text. The Journal of Experimental Education. 56(2). 83–90. 1 indexed citations
19.
Elshout-Mohr, M.. (1983). The research-perspective of the ?study skill? group of the COWO, University of Amsterdam. Higher Education. 12(1). 49–60. 1 indexed citations
20.
Elshout-Mohr, M., et al.. (1981). The acquisition of word meanings as a cognitive learning process. Journal of Verbal Learning and Verbal Behavior. 20(4). 386–399. 55 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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