Minou Mebane

1.0k total citations
22 papers, 609 citations indexed

About

Minou Mebane is a scholar working on Sociology and Political Science, Education and Developmental and Educational Psychology. According to data from OpenAlex, Minou Mebane has authored 22 papers receiving a total of 609 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Sociology and Political Science, 10 papers in Education and 8 papers in Developmental and Educational Psychology. Recurrent topics in Minou Mebane's work include Online and Blended Learning (6 papers), Innovative Teaching and Learning Methods (6 papers) and Impact of Technology on Adolescents (6 papers). Minou Mebane is often cited by papers focused on Online and Blended Learning (6 papers), Innovative Teaching and Learning Methods (6 papers) and Impact of Technology on Adolescents (6 papers). Minou Mebane collaborates with scholars based in Italy, Australia and Spain. Minou Mebane's co-authors include Donata Francescato, Michele Vecchione, Gian Vittorio Caprara, Manuela Tomai, Cristina Capanna, Jane Klobas, Paolo Di Renzi, Lina Pezzuti, María Gerbino and Maríagiovanna Caprara and has published in prestigious journals such as Computers in Human Behavior, Computers & Education and Personality and Individual Differences.

In The Last Decade

Minou Mebane

20 papers receiving 547 citations

Peers

Minou Mebane
Donata Francescato Italy
Christine M. Bachen United States
Ellen Middaugh United States
Nicola F. Johnson Australia
Selim Günüç Türkiye
Dean Cristol United States
Amani K. Hamdan Alghamdi Saudi Arabia
Rosna Awang Hashim Malaysia
Reima Al-Jarf Saudi Arabia
Leonie Rowan Australia
Donata Francescato Italy
Minou Mebane
Citations per year, relative to Minou Mebane Minou Mebane (= 1×) peers Donata Francescato

Countries citing papers authored by Minou Mebane

Since Specialization
Citations

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

Fields of papers citing papers by Minou Mebane

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Minou Mebane

This figure shows the co-authorship network connecting the top 25 collaborators of Minou Mebane. A scholar is included among the top collaborators of Minou Mebane 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 Minou Mebane. Minou Mebane 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.
Mebane, Minou, et al.. (2023). Promoting Climate Change Awareness with High School Students for a Sustainable Community. Sustainability. 15(14). 11260–11260. 9 indexed citations
2.
Caprara, Maríagiovanna, et al.. (2022). Self-efficacy beliefs in managing positive emotions: Associations with positive affect, negative affect, and life satisfaction across gender and ages. Frontiers in Human Neuroscience. 16. 927648–927648. 10 indexed citations
3.
4.
Francescato, Donata, Marco Lauriola, Mauro Giacomantonio, & Minou Mebane. (2020). Do personality traits and personal values predict career efficacy and career progression of successful political women? An exploratory study. Personality and Individual Differences. 160. 109918–109918. 8 indexed citations
5.
Tomai, Manuela, et al.. (2017). The Impact Of Dispositional Variables Of Elders, Relatives, And Paid Caregivers On Elders’ Empowerment And Life Satisfaction. Experimental Aging Research. 43(4). 367–378. 1 indexed citations
6.
Francescato, Donata, Minou Mebane, & Lina Pezzuti. (2016). Nonni e nipoti adulti: verso nuovi pattern di solidarietà intergenerazionale. 7–30. 1 indexed citations
7.
Francescato, Donata, Minou Mebane, & Michele Vecchione. (2015). Gender differences in personal values of national and local Italian politicians, activists and voters. International Journal of Psychology. 52(5). 406–414. 8 indexed citations
8.
Tomai, Manuela, et al.. (2014). Can Computer Supported Collaborative Learning (CSCL) Promote Counter-stereotypical Gender Communication Styles in Male and Female University Students?. Procedia - Social and Behavioral Sciences. 116. 4384–4392. 11 indexed citations
9.
Caprara, Gian Vittorio, et al.. (2010). Personality Foundations of Ideological Divide: A Comparison of Women Members of Parliament and Women Voters in Italy. Political Psychology. 31(5). 739–762. 41 indexed citations
10.
11.
Caprara, Gian Vittorio, Michele Vecchione, Cristina Capanna, & Minou Mebane. (2009). Perceived political self‐efficacy: Theory, assessment, and applications. European Journal of Social Psychology. 39(6). 1002–1020. 139 indexed citations
12.
Tomai, Manuela, et al.. (2009). Virtual communities in schools as tools to promote social capital with high schools students. Computers & Education. 54(1). 265–274. 43 indexed citations
13.
Francescato, Donata, et al.. (2009). Increasing students' perceived sociopolitical empowerment through online and face‐to‐face community psychology seminars. Journal of Community Psychology. 37(7). 874–894. 8 indexed citations
14.
Mebane, Minou, et al.. (2008). Evaluation of the Efficacy of Affective Education Online Training in Promoting Academic and Professional Learning and Social Capital. International Journal of Human-Computer Interaction. 24(1). 68–86. 25 indexed citations
15.
Francescato, Donata, et al.. (2007). EMPO: una scala di misurazione dell'empowerment personale e politico. Giornale italiano di psicologia. 465–490. 12 indexed citations
16.
17.
Mebane, Minou, et al.. (2007). The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning. Computers & Education. 51(1). 109–128. 100 indexed citations
18.
Francescato, Donata, et al.. (2006). Enhancing professional skills, meta-social competencies and social capital through online collaborative learning. IRIS Research product catalog (Sapienza University of Rome). 688–693. 1 indexed citations
19.
Francescato, Donata, et al.. (2006). Developing professional skills and social capital through computer supported collaborative learning in university contexts. International Journal of Human-Computer Studies. 65(2). 140–152. 45 indexed citations
20.
Francescato, Donata, et al.. (2005). Evaluation of the efficacy of collaborative learning in face-to-face and computer-supported university contexts. Computers in Human Behavior. 22(2). 163–176. 129 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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