Pey‐Yan Liou

802 total citations
36 papers, 550 citations indexed

About

Pey‐Yan Liou is a scholar working on Education, Experimental and Cognitive Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Pey‐Yan Liou has authored 36 papers receiving a total of 550 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 16 papers in Experimental and Cognitive Psychology and 13 papers in Developmental and Educational Psychology. Recurrent topics in Pey‐Yan Liou's work include Education, Achievement, and Giftedness (15 papers), Educational Strategies and Epistemologies (10 papers) and Motivation and Self-Concept in Sports (10 papers). Pey‐Yan Liou is often cited by papers focused on Education, Achievement, and Giftedness (15 papers), Educational Strategies and Epistemologies (10 papers) and Motivation and Self-Concept in Sports (10 papers). Pey‐Yan Liou collaborates with scholars based in Taiwan, South Korea and United States. Pey‐Yan Liou's co-authors include John J. H. Lin, Frances Lawrenz, Mark L. Davison, Ernest C. Davenport, Okan Bulut, Eric Zhi Feng Liu, Shaljan Areepattamannil, Sufen Chen, C. Desjardins and Jisun Jeong and has published in prestigious journals such as Computers in Human Behavior, Frontiers in Psychology and Journal of Research in Science Teaching.

In The Last Decade

Pey‐Yan Liou

35 papers receiving 534 citations

Peers

Pey‐Yan Liou

EDUCA

ECP

DEP

Lore Hoffmann Germany

Trude Nilsen Norway

Peggy Hsieh United States

Douglas J. Mac Iver United States

Shari Golan United States

Nicolas Hübner Germany

Susan Swars Auslander United States

Monika Finsterwald Austria

Laura McCullough United States

Margareta Maria Thomson United States

Lore Hoffmann Germany

Pey‐Yan Liou

366 ×1.2

EDUCA

245 ×1.2

ECP

151 ×0.9

206 ×1.4

DEP

144 ×2.0

Citations per year, relative to Pey‐Yan Liou Pey‐Yan Liou (= 1×) peers Lore Hoffmann

Countries citing papers authored by Pey‐Yan Liou

Since Specialization

Citations

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

Fields of papers citing papers by Pey‐Yan Liou

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Pey‐Yan Liou. 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 Pey‐Yan Liou. The network helps show where Pey‐Yan Liou may publish in the future.

Co-authorship network of co-authors of Pey‐Yan Liou

This figure shows the co-authorship network connecting the top 25 collaborators of Pey‐Yan Liou. A scholar is included among the top collaborators of Pey‐Yan Liou 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 Pey‐Yan Liou. Pey‐Yan Liou 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

Liou, Pey‐Yan, et al.. (2025). Open Classroom Climate in International Large-Scale Assessments: Individual Construct or Climate Construct?. SAGE Open. 15(1).

Liou, Pey‐Yan, et al.. (2024). Synergistic effects of students’ mathematics and science motivational beliefs on achievement, and their determinants. International Journal of STEM Education. 11(1). 1 indexed citations

Liou, Pey‐Yan, et al.. (2022). Adolescents’ Political Socialization at School, Citizenship Self-efficacy, and Expected Electoral Participation. Journal of Youth and Adolescence. 51(7). 1305–1316. 14 indexed citations

Suh, Hanna, et al.. (2022). Perfectionism, Prolonged Stress Reactivity, and Depression: A Two-Wave Cross-Lagged Analysis. Journal of Rational-Emotive & Cognitive-Behavior Therapy. 42(1). 54–68. 3 indexed citations

Liou, Pey‐Yan, et al.. (2022). Gender Differences in Science Motivational Beliefs and Their Relations with Achievement over Grades 4 and 8: A Multinational Perspective. International Journal of Science and Mathematics Education. 21(1). 233–249. 6 indexed citations

Liou, Pey‐Yan, et al.. (2022). Longitudinal relationships between school burnout, compulsive Internet use, and academic decrement: A three-wave cross-lagged study. Computers in Human Behavior. 135. 107363–107363. 15 indexed citations

Liou, Pey‐Yan & John J. H. Lin. (2021). Comparisons of Science Motivational Beliefs of Adolescents in Taiwan, Australia, and the United States: Assessing the Measurement Invariance Across Countries and Genders. Frontiers in Psychology. 12. 674902–674902. 4 indexed citations

Liou, Pey‐Yan, et al.. (2020). Assessing Students’ Motivational Beliefs about Learning Science across Grade Level and Gender. The Journal of Experimental Education. 89(4). 605–624. 30 indexed citations

Lin, John J. H. & Pey‐Yan Liou. (2019). Assessing the learning achievement of students from different college entrance channels: a linear growth curve modelling approach. Assessment & Evaluation in Higher Education. 44(5). 732–747. 6 indexed citations

10.

Kang, Chu-Shik, et al.. (2016). Report on APMP key comparison: calibration of angle standards. Metrologia. 53(1A). 4006–4006. 1 indexed citations

11.

Liou, Pey‐Yan. (2016). Profiles of adolescents’ motivational beliefs in science learning and science achievement in 26 countries: Results from TIMSS 2011 data. International Journal of Educational Research. 81. 83–96. 50 indexed citations

12.

Davenport, Ernest C., et al.. (2016). Easier Said Than Done: Rejoinder on Sijtsma and on Green and Yang. Educational Measurement Issues and Practice. 35(1). 6–10. 3 indexed citations

13.

Liou, Pey‐Yan & Eric Zhi Feng Liu. (2015). An analysis of the relationships between Taiwanese eighth and fourth graders’ motivational beliefs and science achievement in TIMSS 2011. Asia Pacific Education Review. 16(3). 433–445. 18 indexed citations

14.

Liou, Pey‐Yan, et al.. (2014). STATISTICAL TECHNIQUES UTILIZED IN ANALYZING PISA AND TIMSS DATA IN SCIENCE EDUCATION FROM 1996 TO 2013: A METHODOLOGICAL REVIEW. International Journal of Science and Mathematics Education. 13(6). 1449–1468. 38 indexed citations

15.

Liou, Pey‐Yan. (2014). EVALUATING MEASUREMENT PROPERTIES OF ATTITUDINAL ITEMS RELATED TO LEARNING SCIENCE IN TAIWAN FROM TIMSS 2007. Journal of Baltic Science Education. 13(6). 856–869. 5 indexed citations

16.

Liou, Pey‐Yan, et al.. (2010). Perceived Effects of Scholarships on STEM Majors’ Commitment to Teaching in High Need Schools. Journal of Science Teacher Education. 21(4). 451–470. 21 indexed citations

17.

Liou, Pey‐Yan & Frances Lawrenz. (2010). Optimizing teacher preparation loan forgiveness programs: Variables related to perceived influence. Science Education. 95(1). 121–144. 13 indexed citations

18.

Liou, Pey‐Yan. (2009). A Model Comparison for Count Data with a Positively Skewed Distribution with an Application to the Number of University Mathematics Courses Completed. 1 indexed citations

19.

Liou, Pey‐Yan, et al.. (2009). Using Factor Analysis and Hierarchical Linear Modeling to Analyze STEM Majors' Perceptions of the Commitment to Teach in High Need Schools Survey.. 2 indexed citations

20.

Liou, Pey‐Yan, et al.. (2002). A novel methodology of critical dimension statistical process control. 124–130. 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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