Peggy Kong

536 total citations
22 papers, 319 citations indexed

About

Peggy Kong is a scholar working on Education, Demography and Sociology and Political Science. According to data from OpenAlex, Peggy Kong has authored 22 papers receiving a total of 319 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 7 papers in Demography and 6 papers in Sociology and Political Science. Recurrent topics in Peggy Kong's work include Parental Involvement in Education (7 papers), Early Childhood Education and Development (7 papers) and Global Educational Reforms and Inequalities (6 papers). Peggy Kong is often cited by papers focused on Parental Involvement in Education (7 papers), Early Childhood Education and Development (7 papers) and Global Educational Reforms and Inequalities (6 papers). Peggy Kong collaborates with scholars based in United States, Malaysia and Hong Kong. Peggy Kong's co-authors include Yuping Zhang, Emily Hannum, Xinwei Zhang, Jill Sperandio, Tanja Sargent, Tunku Kamarul, Susan Sonnenschein, Brook E. Sawyer, Raja Elina Ahmad and Arpana G. Inman and has published in prestigious journals such as Journal of School Psychology, International Journal of Psychology and Early Education and Development.

In The Last Decade

Peggy Kong

21 papers receiving 298 citations

Peers

Peggy Kong

SPS

EDUCA

DEMOG

Tapologo Maundeni Botswana

Rasmus Landersø Denmark

Karen Smith Rotabi United States

Eugene K. Campbell Botswana

Rob J. Gruijters United Kingdom

Richard Maclure Canada

Mark Hugo López United States

Dominique J. Baker United States

Karen Monkman United States

Anjali Dutt United States

Tapologo Maundeni Botswana

Peggy Kong

120 ×0.9

SPS

66 ×0.6

EDUCA

58 ×0.8

27 ×0.4

DEMOG

19 ×0.3

Citations per year, relative to Peggy Kong Peggy Kong (= 1×) peers Tapologo Maundeni

Countries citing papers authored by Peggy Kong

Since Specialization

Citations

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

Fields of papers citing papers by Peggy Kong

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Peggy Kong

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

Zhang, Xinwei, et al.. (2024). Acculturation and educational involvement among Chinese immigrant parents: The mediating role of emotional well-being. Journal of School Psychology. 109. 101425–101425.

Kong, Peggy, et al.. (2023). The role of autophagy in mitigating osteoarthritis progression via regulation of chondrocyte apoptosis: A review. Joint Bone Spine. 91(3). 105642–105642. 12 indexed citations

Kong, Peggy, et al.. (2023). Learning the Rules: Chinese Immigrant Parents’ Involvement During Their Children’s Transition to Kindergarten. Early Childhood Education Journal. 52(4). 681–691. 3 indexed citations

Sawyer, Brook E., et al.. (2023). School Readiness Beliefs: Comparing Priorities of Early Childhood Teachers and Immigrant Latine and Chinese Parents. Early Childhood Education Journal. 53(2). 575–586. 1 indexed citations

Zhang, Xinwei, et al.. (2023). Anti-Asian Racism during COVID-19: Emotional Challenges, Coping, and Implications for Asian American History Teaching. Education Sciences. 13(9). 903–903. 3 indexed citations

Ahmad, Raja Elina, et al.. (2023). The potential mechanism of hypoxia-induced tenogenic differentiation of mesenchymal stem cell for tendon regeneration. Tissue and Cell. 82. 102075–102075. 5 indexed citations

Zhang, Xinwei & Peggy Kong. (2022). Immigrant Chinese parents in New York Chinatowns: Acculturation gap and psychological adjustment.. Asian American Journal of Psychology. 14(2). 145–154. 5 indexed citations

Sawyer, Brook E., et al.. (2021). Dominican, Salvadoran, and Chinese Immigrant Parents’ Reasoning About School Readiness Skills. Child & Youth Care Forum. 51(1). 137–159. 8 indexed citations

Zhang, Xinwei & Peggy Kong. (2021). Rural Chinese youth during the transition into adulthood: Family dynamics and psychological adjustment. International Journal of Psychology. 56(5). 756–765. 6 indexed citations

10.

Sonnenschein, Susan, et al.. (2021). School Readiness Beliefs of Dominican and Salvadoran Immigrant Parents. Early Education and Development. 33(2). 268–289. 7 indexed citations

11.

Inman, Arpana G., et al.. (2019). Healthy People, Healthy Community: Evaluation of a train-the-trainers programme for community health workers on water, sanitation and hygiene in rural Haiti. Health Education Journal. 78(8). 931–945. 13 indexed citations

12.

Kong, Peggy, et al.. (2019). Bilingual education for a harmonious multiculturalism: the importance of policy discourse for students of ethnic minority groups in China. Multicultural Education Review. 11(3). 189–215. 7 indexed citations

13.

Kong, Peggy & Yuping Zhang. (2018). Examining rural maternal gender attitudes over time: Will she belong to another family, anyway?. Australian and International Journal of Rural Education. 28(2). 1 indexed citations

14.

Sperandio, Jill & Peggy Kong. (2016). Forging professional learning communities: the role of external agency. International Journal of Leadership in Education. 21(1). 80–94. 9 indexed citations

15.

Kong, Peggy. (2015). Parenting, Education, and Social Mobility in Rural China: Cultivating dragons and phoenixes. ScholarlyCommons (University of Pennsylvania). 14 indexed citations

16.

Kong, Peggy. (2015). Parenting, Education, and Social Mobility in Rural China. 14 indexed citations

17.

Kong, Peggy. (2010). "To Walk Out": Rural Parents' Views on Education. China An International Journal. 8(2). 360–373. 3 indexed citations

18.

Kong, Peggy. (2010). "To Walk Out": Rural Parents' Views on Education. China An International Journal. 8(2). 360–373. 9 indexed citations

19.

Hannum, Emily, Peggy Kong, & Yuping Zhang. (2009). Family sources of educational gender inequality in rural China: A critical assessment. International Journal of Educational Development. 29(5). 474–486. 187 indexed citations

20.

Hannum, Emily & Peggy Kong. (2007). China - Educational resources and impediments in rural Gansu, China. 1–115. 2 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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