Countries citing papers authored by Peter Op ’t Eynde
Since
Specialization
Citations
This map shows the geographic impact of Peter Op ’t Eynde'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 Peter Op ’t Eynde with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Peter Op ’t Eynde more than expected).
Fields of papers citing papers by Peter Op ’t Eynde
This network shows the impact of papers produced by Peter Op ’t Eynde. 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 Peter Op ’t Eynde. The network helps show where Peter Op ’t Eynde may publish in the future.
Co-authorship network of co-authors of Peter Op ’t Eynde
This figure shows the co-authorship network connecting the top 25 collaborators of Peter Op ’t Eynde.
A scholar is included among the top collaborators of Peter Op ’t Eynde 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 Peter Op ’t Eynde. Peter Op ’t Eynde is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Chacón, Inés María Gómez, Peter Op ’t Eynde, & Erik De Corte. (2006). Creencias de los estudiante de matematicas. La influencia del contexto de clase [Belief systems of students of mathematics: Classroom context influences]. Lirias (KU Leuven). 24. 309–324.5 indexed citations
Eynde, Peter Op ’t, Erik De Corte, & Lieven Verschaffel. (2006). Beliefs and metacognition: an analysis of junior-high students' mathematics-related beliefs.7 indexed citations
5.
Eynde, Peter Op ’t, et al.. (2006). Students’ regulation of emotions in academic contexts: How do they manage?.1 indexed citations
Depaepe, Fien, Erik De Corte, Peter Op ’t Eynde, & Lieven Verschaffel. (2005). Teaching percentages in the primary school: a four country comparative study. Lirias (KU Leuven). 147–171.5 indexed citations
9.
Eynde, Peter Op ’t, et al.. (2005). Students’ self regulation of emotions in mathematics learning: How do they cope?. 198–198.1 indexed citations
10.
Corte, Erik De, Fien Depaepe, Peter Op ’t Eynde, & Lieven Verschaffel. (2005). Comparing mathematics education traditions in four European countries: the case of the teaching of percentages in the primary schools. Lirias (KU Leuven). 1–11.1 indexed citations
11.
Climent, Nuria, Erik De Corte, Fien Depaepe, et al.. (2004). International comparisons of mathematics teaching: Searching for consensus in describing opportunities for learning.7 indexed citations
12.
Eynde, Peter Op ’t. (2004). A socio-constructivist perspective on the study of affect in mathematics education. 118–122.13 indexed citations
13.
Corte, Erik De & Peter Op ’t Eynde. (2004). Junior high school students' mathematics-related belief systems: Their internal structure and external relations.4 indexed citations
14.
Eynde, Peter Op ’t, et al.. (2004). Pupils' (meta)emotional knowledge and skills in the mathematics classroom.1 indexed citations
15.
Eynde, Peter Op ’t & Erik De Corte. (2003). Junior high school students' mathematics-related belief systems: An empirical analysis of their internal and external structure. 663–663.1 indexed citations
16.
Eynde, Peter Op ’t & Erik De Corte. (2003). Emotions trapped between motivation and cognition? The integration of trait and state approaches as a promising way out. 693–693.2 indexed citations
17.
Eynde, Peter Op ’t, et al.. (2002). MILE-Flanders: a video-based learning environment as a powerful tool in the pre-service training of primary school teachers.1 indexed citations
18.
Eynde, Peter Op ’t, Erik De Corte, & Lieven Verschaffel. (2001). What to learn from what we feel? The role of students' emotions in the mathematics classroom. 149–167.27 indexed citations
19.
Eynde, Peter Op ’t, Erik De Corte, & Lieven Verschaffel. (2001). Problem solving in the mathematical classroom: a socio-constructivist account of the role of students' emotion. 4. 25–32.1 indexed citations
20.
Eynde, Peter Op ’t, Erik De Corte, & Lieven Verschaffel. (2001). Understanding the student-in-context: What he feels, what he thinks, and what he does when solving a mathematical problem. 73.1 indexed citations
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