Patrícia Costa

1.3k total citations
33 papers, 438 citations indexed

About

Patrícia Costa is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Patrícia Costa has authored 33 papers receiving a total of 438 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 11 papers in Developmental and Educational Psychology and 5 papers in Sociology and Political Science. Recurrent topics in Patrícia Costa's work include Reading and Literacy Development (8 papers), School Choice and Performance (6 papers) and Parental Involvement in Education (5 papers). Patrícia Costa is often cited by papers focused on Reading and Literacy Development (8 papers), School Choice and Performance (6 papers) and Parental Involvement in Education (5 papers). Patrícia Costa collaborates with scholars based in Portugal, Italy and Belgium. Patrícia Costa's co-authors include Luísa Araújo, Esperanza Vera‐Toscano, Sylke V. Schnepf, Elena Claudia Meroni, Jonatan Castaño‐Muñoz, Panagiotis Kampylis, Patrícia Albergaria Almeida, Margarida Rodrigues, Maria Eugénia Ferrão and Ralph Hippe and has published in prestigious journals such as Computers & Education, Age and Ageing and International Journal of Educational Research.

In The Last Decade

Patrícia Costa

30 papers receiving 390 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Patrícia Costa Portugal 12 242 119 66 57 37 33 438
Youmen Chaaban Qatar 13 371 1.5× 67 0.6× 48 0.7× 60 1.1× 20 0.5× 69 541
Alex Kumi–Yeboah United States 16 395 1.6× 72 0.6× 163 2.5× 72 1.3× 59 1.6× 46 589
Ministerio de Educación 12 370 1.5× 139 1.2× 61 0.9× 31 0.5× 47 1.3× 181 524
Maria E. Hyler United States 7 583 2.4× 183 1.5× 80 1.2× 63 1.1× 39 1.1× 14 746
Ramona Maile Cutri United States 9 435 1.8× 145 1.2× 82 1.2× 47 0.8× 44 1.2× 26 587
Eva Van de gaer Belgium 12 343 1.4× 121 1.0× 94 1.4× 42 0.7× 40 1.1× 18 528
Jane Guiller United Kingdom 8 205 0.8× 77 0.6× 200 3.0× 96 1.7× 34 0.9× 16 478
Javier Gil-Flores Spain 8 321 1.3× 184 1.5× 67 1.0× 33 0.6× 39 1.1× 14 490
Aydın Balyer Türkiye 12 347 1.4× 66 0.6× 42 0.6× 25 0.4× 19 0.5× 56 512
Virginia Snodgrass Rangel United States 13 346 1.4× 30 0.3× 72 1.1× 47 0.8× 53 1.4× 45 509

Countries citing papers authored by Patrícia Costa

Since Specialization
Citations

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

Fields of papers citing papers by Patrícia Costa

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Patrícia Costa

This figure shows the co-authorship network connecting the top 25 collaborators of Patrícia Costa. A scholar is included among the top collaborators of Patrícia Costa 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 Patrícia Costa. Patrícia Costa 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.
2.
Araújo, Luísa & Patrícia Costa. (2023). Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA. Education Sciences. 13(12). 1240–1240. 1 indexed citations
3.
Costa, Patrícia, et al.. (2023). 40 Reported hydration intake of older patients in an emergency department. Age and Ageing. 52(Supplement_3). 1 indexed citations
4.
Costa, Patrícia, et al.. (2022). Learning losses and educational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis. Journal of European Social Policy. 32(4). 361–375. 45 indexed citations
5.
6.
Lopes, João, Célia Oliveira, & Patrícia Costa. (2021). School and student determinants of reading performance: A multilevel analysis with Portuguese students. 27(1). 29–37. 2 indexed citations
7.
Costa, Patrícia, et al.. (2021). Territorial Differences in Student Performance in Portugal: The Role of Family Characteristics and School Composition. 89–103. 2 indexed citations
8.
Castaño‐Muñoz, Jonatan, Riina Vuorikari, Patrícia Costa, Ralph Hippe, & Panagiotis Kampylis. (2021). Teacher collaboration and students’ digital competence - evidence from the SELFIE tool. European Journal of Teacher Education. 46(3). 476–497. 18 indexed citations
9.
Lopes, João, Célia Oliveira, & Patrícia Costa. (2021). Determinantes escolares y de los estudiantes en el rendimiento lector: un análisis multinivel con estudiantes portugueses. Revista de Psicodidáctica. 27(1). 29–37. 3 indexed citations
10.
Lopes, Paula, Patrícia Costa, Luísa Araújo, & Patrícia Ávila. (2018). Measuring media and information literacy skills: Construction of a test. Communications. 43(4). 508–534. 15 indexed citations
11.
Castaño‐Muñoz, Jonatan, Patrícia Costa, Ralph Hippe, & Panagiotis Kampylis. (2018). WITHIN-SCHOOL DIFFERENCES IN THE VIEWS ON THE USE OF DIGITAL TECHNOLOGIES IN EUROPE: EVIDENCE FROM THE SELFIE TOOL. EDULEARN proceedings. 1. 10417–10426. 9 indexed citations
12.
Araújo, Luísa, et al.. (2015). Languages and Employability. Joint Research Centre (European Commission). 11 indexed citations
13.
Ferrão, Maria Eugénia, Patrícia Costa, & Pedro Oliveira. (2015). Generalized Partial Credit Item Response Model: Linking scales in the assessment of learning. Journal of Interdisciplinary Mathematics. 18(4). 339–354. 2 indexed citations
14.
Costa, Patrícia & Maria Eugénia Ferrão. (2015). On the complementarity of classical test theory and item response models: item difficulty estimates and computerized adaptive testing. Ensaio Avaliação e Políticas Públicas em Educação. 23(88). 593–610. 3 indexed citations
15.
Costa, Patrícia & Patrícia Albergaria Almeida. (2015). The European Survey on Language Competences: Measuring Foreign Language Student Proficiency. Procedia - Social and Behavioral Sciences. 191. 2369–2373. 4 indexed citations
16.
Isac, Maria Magdalena, et al.. (2015). Teaching Practices in Primary and Secondary Schools in Europe: Insights from Large-Scale Assessments in Education. Data Archiving and Networked Services (DANS). 9 indexed citations
17.
Meroni, Elena Claudia, Esperanza Vera‐Toscano, & Patrícia Costa. (2015). Can low skill teachers make good students? Empirical evidence from PIAAC and PISA. Journal of Policy Modeling. 37(2). 308–323. 59 indexed citations
18.
Costa, Patrícia, et al.. (2014). Education, adult skills and social outcomes: empirical evidence from the Survey on Adult Skills (PIAAC 2013). Joint Research Centre (European Commission). 10 indexed citations
19.
Araújo, Luísa & Patrícia Costa. (2012). Reading literacy in PIRLS 2006: What explains achievement in 20 EU countries?. 1 indexed citations
20.
Costa, Patrícia, et al.. (1977). Oral Interpretation: A Path to Meaning.. Language Arts. 1 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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