Paul Sander

2.1k total citations
56 papers, 1.4k citations indexed

About

Paul Sander is a scholar working on Social Psychology, Education and Clinical Psychology. According to data from OpenAlex, Paul Sander has authored 56 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 31 papers in Social Psychology, 29 papers in Education and 12 papers in Clinical Psychology. Recurrent topics in Paul Sander's work include Evaluation of Teaching Practices (15 papers), Education, Achievement, and Giftedness (12 papers) and Motivation and Self-Concept in Sports (11 papers). Paul Sander is often cited by papers focused on Evaluation of Teaching Practices (15 papers), Education, Achievement, and Giftedness (12 papers) and Motivation and Self-Concept in Sports (11 papers). Paul Sander collaborates with scholars based in United Kingdom, Spain and Singapore. Paul Sander's co-authors include Keith Stevenson, David W. Putwain, Derek Larkin, Jesús de la Fuente, Malcolm King, David Coates, Lalage Sanders, José Manuel Martínez Vicente, Angélica Garzón-Umerenkova and Paul Naylor and has published in prestigious journals such as SHILAP Revista de lepidopterología, Fuel and International Journal of Environmental Research and Public Health.

In The Last Decade

Paul Sander

50 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Paul Sander United Kingdom 20 705 509 288 267 192 56 1.4k
Patricia L. Hardré United States 21 1.0k 1.4× 559 1.1× 145 0.5× 365 1.4× 252 1.3× 78 1.8k
Juan Luís Castejón Costa Spain 23 921 1.3× 642 1.3× 260 0.9× 402 1.5× 248 1.3× 166 1.9k
Daniel Cochece Davis United States 5 1.0k 1.5× 620 1.2× 342 1.2× 479 1.8× 229 1.2× 18 1.8k
Martin Daumiller Germany 22 698 1.0× 677 1.3× 280 1.0× 487 1.8× 252 1.3× 94 1.6k
Benito León del Barco Spain 22 612 0.9× 575 1.1× 369 1.3× 101 0.4× 213 1.1× 134 1.4k
Ronelle Langley United States 3 1.1k 1.5× 608 1.2× 339 1.2× 482 1.8× 234 1.2× 3 1.8k
Stefan Janke Germany 25 531 0.8× 686 1.3× 259 0.9× 395 1.5× 112 0.6× 62 1.4k
Tracy L. Durksen Australia 21 917 1.3× 618 1.2× 143 0.5× 272 1.0× 192 1.0× 43 1.5k
Stephen C. Yanchar United States 20 410 0.6× 498 1.0× 707 2.5× 230 0.9× 232 1.2× 67 1.7k
Chantal Levesque‐Bristol United States 22 733 1.0× 777 1.5× 430 1.5× 231 0.9× 221 1.2× 50 1.8k

Countries citing papers authored by Paul Sander

Since Specialization
Citations

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

Fields of papers citing papers by Paul Sander

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Paul Sander

This figure shows the co-authorship network connecting the top 25 collaborators of Paul Sander. A scholar is included among the top collaborators of Paul Sander 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 Paul Sander. Paul Sander 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.
Couto, Maria Clara Pinheiro de Paula, et al.. (2024). Social normative beliefs and older adults’ volunteering – A daily diary study. SHILAP Revista de lepidopterología. 8. 100167–100167. 1 indexed citations
2.
3.
Fuente, Jesús de la, José Manuel Martínez Vicente, Flávia H. Santos, et al.. (2022). Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts. Frontiers in Psychology. 13. 861493–861493. 28 indexed citations
4.
Fuente, Jesús de la, et al.. (2021). Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students. Frontiers in Psychology. 12. 602904–602904. 25 indexed citations
5.
Fuente, Jesús de la, et al.. (2020). Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students. Frontiers in Psychology. 11. 1773–1773. 46 indexed citations
6.
Fuente, Jesús de la, et al.. (2018). Relaciones entre estrategias cognitivas, estra-tegias motivacionales y estrés académico en universitarios opositores. Electronic Journal of Research in Educational Psychology. 16(45). 345–365. 4 indexed citations
7.
Sander, Paul. (2017). La investigación sobre nuestros alumnos, en pro de una mayor eficacia en la enseñanza universitaria. Electronic Journal of Research in Educational Psychology. 3(5). 4 indexed citations
8.
9.
Fuente, Jesús de la, José Manuel Martínez Vicente, María Cardelle-Elawar, et al.. (2017). Regulatory Teaching and Self-Regulated Learning in College Students: Confirmatory Validation Study of the IATLP Scales. Electronic Journal of Research in Educational Psychology. 10(27). 839–866. 20 indexed citations
10.
Fuente, Jesús de la, Paul Sander, Fernando Justicia Justicia, M. Carmen Pichardo, & Ana belén García Berbén. (2017). Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S). Electronic Journal of Research in Educational Psychology. 8(21). 3 indexed citations
11.
Sanders, Lalage & Paul Sander. (2017). La Confianza Académica Conductual: Una comparación entre estudiantes de medicina y de psicología. Electronic Journal of Research in Educational Psychology. 5(13). 3 indexed citations
12.
Sander, Paul, et al.. (2017). Contrasting Academic Behavioural Confidence in Mexican and European Psychology Students. Electronic Journal of Research in Educational Psychology. 10(27). 813–838. 2 indexed citations
13.
Mercer, Jenny, et al.. (2013). Emotions or Science? Pre–tertiary males’ accounts of psychology as a subject choice. Psychology Teaching Review. 19(1). 9–20. 2 indexed citations
14.
15.
Sander, Paul, et al.. (2010). Our teachers and what we have learnt from them. Psychology Teaching Review. 16(1). 61–69. 1 indexed citations
16.
Sanders, Lalage, Paul Sander, & Jenny Mercer. (2009). Rogue males? Approaches to study and academic performance of male psychology students. Cardiff Metropolitan Research Repository (Cardiff Metropolitan University). 15(1). 3–17. 8 indexed citations
17.
Fuente, Jesús de la, Francisco Cano, Fernando Justicia Justicia, et al.. (2007). Efectos de usar herramientas electrónicas en la mejora de la regulación del proceso enseñanza-aprendizaje. Electronic Journal of Research in Educational Psychology. 5(13). 757–782.
18.
Fuente, Jesús de la, et al.. (2007). Effects of using online tools in improving regulation of the teaching-learning process.. Electronic Journal of Research in Educational Psychology. 5(3). 757–782. 5 indexed citations
19.
Sander, Paul, Lalage Sanders, & Keith Stevenson. (2002). Engaging the learner: Reflections on the use of student presentations. Psychology Teaching Review. 10(1). 76–89. 13 indexed citations
20.
Stevenson, Keith & Paul Sander. (2002). Medical students are from Mars - business and psychology students are from Venus - University teachers are from Pluto?. Medical Teacher. 24(1). 27–31. 32 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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2026