Mustafa Asıl

419 total citations
27 papers, 264 citations indexed

About

Mustafa Asıl is a scholar working on Education, Social Psychology and Information Systems and Management. According to data from OpenAlex, Mustafa Asıl has authored 27 papers receiving a total of 264 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 4 papers in Social Psychology and 4 papers in Information Systems and Management. Recurrent topics in Mustafa Asıl's work include Writing and Handwriting Education (6 papers), Early Childhood Education and Development (4 papers) and Reading and Literacy Development (3 papers). Mustafa Asıl is often cited by papers focused on Writing and Handwriting Education (6 papers), Early Childhood Education and Development (4 papers) and Reading and Literacy Development (3 papers). Mustafa Asıl collaborates with scholars based in New Zealand, Australia and Portugal. Mustafa Asıl's co-authors include Kadriye Ercikan, Gavin Brown, Wolff‐Michael Roth, Timothy Teo, Christine M. Rubie‐Davies, Jeffrey K. Smith, Anastasiya A. Lipnevich, Selahattin Gelbal, Yusuf Özgür Çakmak and Hasan Çağlar Uğur and has published in prestigious journals such as SHILAP Revista de lepidopterología, Scientific Reports and Personality and Individual Differences.

In The Last Decade

Mustafa Asıl

25 papers receiving 253 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Mustafa Asıl New Zealand	11	171	44	36	31	29	27	264
Jonne Pieter Vulperhorst Netherlands	6	180 1.1×	86 2.0×	26 0.7×	20 0.6×	30 1.0×	9	286
Lisette Partelow	4	220 1.3×	51 1.2×	40 1.1×	20 0.6×	24 0.8×	8	312
Ali Reza Rezaei United States	9	198 1.2×	84 1.9×	33 0.9×	17 0.5×	16 0.6×	13	327
Natalie Tran United States	9	191 1.1×	72 1.6×	26 0.7×	38 1.2×	20 0.7×	21	319
Stephanie Moore United States	9	154 0.9×	29 0.7×	31 0.9×	21 0.7×	12 0.4×	40	298
Jason Fan China	11	211 1.2×	84 1.9×	11 0.3×	21 0.7×	20 0.7×	33	370
Michael Lovorn United States	5	158 0.9×	60 1.4×	25 0.7×	21 0.7×	11 0.4×	12	256
Tracy S. Craig South Africa	8	178 1.0×	54 1.2×	17 0.5×	20 0.6×	26 0.9×	26	269
Elizabeth L. Pier United States	6	41 0.2×	56 1.3×	27 0.8×	45 1.5×	28 1.0×	13	254
Thomas A. DeVaney United States	8	130 0.8×	63 1.4×	15 0.4×	21 0.7×	44 1.5×	17	279

Countries citing papers authored by Mustafa Asıl

Since Specialization

Citations

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

Fields of papers citing papers by Mustafa Asıl

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mustafa Asıl

This figure shows the co-authorship network connecting the top 25 collaborators of Mustafa Asıl. A scholar is included among the top collaborators of Mustafa Asıl 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 Mustafa Asıl. Mustafa Asıl 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

Malpique, Anabela, Mustafa Asıl, Deborah Pino‐Pasternak, & Debora Valcan. (2025). The Contributions of Student-Level and Classroom-Level Factors for Australian Grade 2 Students’ Writing Performance. Written Communication. 43(1). 41–76.

Daniel, Ben Kei, Mustafa Asıl, & Sarah Carr. (2024). Psychometric properties of the TACT framework—Determining rigor in qualitative research. SHILAP Revista de lepidopterología. 8. 1276446–1276446.

Malpique, Anabela, Mustafa Asıl, Deborah Pino‐Pasternak, Susan Ledger, & Timothy Teo. (2024). The contributions of transcription skills to paper-based and computer-based text composing in the early years. Reading and Writing. 38(4). 911–945. 1 indexed citations

Valcan, Debora, Anabela Malpique, Deborah Pino‐Pasternak, Mustafa Asıl, & Timothy Teo. (2024). The contributions of executive functioning to handwritten and keyboarded compositions in Year 2 children. Contemporary Educational Psychology. 77. 102272–102272. 2 indexed citations

Berg, David A. G., et al.. (2024). Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools. Journal of Mathematics Teacher Education. 28(1). 129–149. 5 indexed citations

Malpique, Anabela, Debora Valcan, Deborah Pino‐Pasternak, et al.. (2023). The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary. Contemporary Educational Psychology. 75. 102227–102227. 8 indexed citations

Berg, David A. G., et al.. (2023). Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand. Teaching and Teacher Education. 125. 104041–104041. 9 indexed citations

Collins, Emma, et al.. (2020). Measuring exposure to bullying and harassment in health professional students in a clinical workplace environment: Evaluating the psychometric properties of the clinical workplace learning NAQ-R scale. Medical Teacher. 42(7). 813–821. 17 indexed citations

Daniel, Ben Kei, et al.. (2020). A Randomised Control Trial and Comparative Analysis of Multi-Dimensional Learning Tools in Anatomy. Scientific Reports. 10(1). 6120–6120. 17 indexed citations

10.

Asıl, Mustafa, Alison Gilmore, & H. Yilmaz. (2020). Ethnic Differences in Students’ Attitudes to the Arts: Providing Validity Evidence to Make Comparisons. European Journal of Educational Research. volume-9-2020(volume-9-issue-3-july-2020). 1177–1187. 2 indexed citations

11.

Uğur, Hasan Çağlar, et al.. (2018). Social Achievement Goals and Students' Socio-Economic Status: Cross-Cultural Validation and Gender Invariance.. Issues in educational research. 28(3). 511–529. 8 indexed citations

12.

Ercikan, Kadriye, et al.. (2018). Digital divide: A critical context for digitally based assessments. Education Policy Analysis Archives. 26. 51–51. 10 indexed citations

13.

Asıl, Mustafa, et al.. (2018). Attitude towards e-assessment: influence of gender, computer usage and level of education. Open Learning The Journal of Open Distance and e-Learning. 33(3). 221–237. 25 indexed citations

14.

Asıl, Mustafa, et al.. (2017). The impact of mathematics teaching efficacy on teachers' pedagogical practices. Bond University Research Portal (Bond University). 2 indexed citations

15.

Asıl, Mustafa, et al.. (2017). Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context. European Journal of Educational Research. volume-7-2018(volume7-issue1.html). 113–120. 5 indexed citations

16.

Asıl, Mustafa. (2017). A School-Based Measure of Culturally Responsive Practices. Frontiers in Education. 2. 4 indexed citations

17.

Ercikan, Kadriye, Wolff‐Michael Roth, & Mustafa Asıl. (2015). Cautions about Inferences from International Assessments: The Case of PISA 2009. Teachers College Record The Voice of Scholarship in Education. 117(1). 1–28. 13 indexed citations

18.

Asıl, Mustafa & Gavin Brown. (2015). Comparing OECD PISA Reading in English to Other Languages: Identifying Potential Sources of Non-Invariance. International Journal of Testing. 16(1). 71–93. 29 indexed citations

19.

Asıl, Mustafa, Timothy Teo, & Jan Noyes. (2014). Validation and Measurement Invariance of the Computer Attitude Measure for Young Students (Camys). Journal of Educational Computing Research. 51(1). 49–69. 8 indexed citations

20.

Asıl, Mustafa & Selahattin Gelbal. (2012). PISA Öğrenci Anketinin Kültürler Arası Eşdeğerliği*. TED EĞİTİM VE BİLİM. 37(166). 236–249. 10 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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