Pınar Güner

494 total citations
38 papers, 302 citations indexed

About

Pınar Güner is a scholar working on Education, Experimental and Cognitive Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Pınar Güner has authored 38 papers receiving a total of 302 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Education, 6 papers in Experimental and Cognitive Psychology and 6 papers in Developmental and Educational Psychology. Recurrent topics in Pınar Güner's work include Mathematics Education and Teaching Techniques (18 papers), Education and Technology Integration (7 papers) and Educational Assessment and Pedagogy (6 papers). Pınar Güner is often cited by papers focused on Mathematics Education and Teaching Techniques (18 papers), Education and Technology Integration (7 papers) and Educational Assessment and Pedagogy (6 papers). Pınar Güner collaborates with scholars based in Türkiye, Norway and United States. Pınar Güner's co-authors include Didem Akyüz, Sare Şengül, Mustafa Güler, Canan Birimoğlu Okuyan and Suphi Önder Bütüner and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and Journal of Teacher Education.

In The Last Decade

Pınar Güner

35 papers receiving 285 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Pınar Güner Türkiye 10 220 81 62 35 30 38 302
Kyeong-Hwa Lee South Korea 9 141 0.6× 49 0.6× 40 0.6× 43 1.2× 38 1.3× 97 261
Thomas C. O’Brien United States 10 140 0.6× 18 0.2× 61 1.0× 41 1.2× 14 0.5× 38 303
Eddie M. Mulenga Spain 4 294 1.3× 54 0.7× 14 0.2× 6 0.2× 145 4.8× 7 393
Abdullah Kaplan Türkiye 9 252 1.1× 49 0.6× 60 1.0× 58 1.7× 21 0.7× 57 296
Mesut Öztürk Türkiye 9 245 1.1× 53 0.7× 66 1.1× 39 1.1× 37 1.2× 57 329
Annette R. Baturo Australia 8 309 1.4× 28 0.3× 47 0.8× 141 4.0× 11 0.4× 40 356
Patricia Ann Kenney United States 8 239 1.1× 45 0.6× 84 1.4× 99 2.8× 6 0.2× 21 325
Sophia Yang Hooper United States 5 166 0.8× 16 0.2× 44 0.7× 18 0.5× 11 0.4× 6 281
Marilyn Burns United States 11 292 1.3× 37 0.5× 86 1.4× 152 4.3× 15 0.5× 43 391
Barbro Grevholm Norway 9 220 1.0× 41 0.5× 35 0.6× 49 1.4× 13 0.4× 49 268

Countries citing papers authored by Pınar Güner

Since Specialization
Citations

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

Fields of papers citing papers by Pınar Güner

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Pınar Güner

This figure shows the co-authorship network connecting the top 25 collaborators of Pınar Güner. A scholar is included among the top collaborators of Pınar Güner 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 Pınar Güner. Pınar Güner 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.
Güner, Pınar, et al.. (2025). Mapping routes from teacher identity to TPACK: mediating roles of technostress, belief and competency. Social Psychology of Education. 28(1). 1 indexed citations
2.
Güner, Pınar, et al.. (2025). To notice, but what? An investigation on pre-service teachers’ noticing of strengths and deficits in student thinking. Teaching and Teacher Education. 160. 105035–105035. 2 indexed citations
3.
Bütüner, Suphi Önder, Pınar Güner, & Mustafa Güler. (2025). Creative learning environments and mathematics self-efficacy as predictors of mathematics achievement: Insights from PISA 2022 across three countries – Korea, Canada, and Türkiye. Thinking Skills and Creativity. 58. 101946–101946.
4.
Güner, Pınar, et al.. (2024). Pathways from cognitive flexibility to academic achievement: mediating roles of critical thinking disposition and mathematics anxiety. Current Psychology. 43(20). 18192–18206. 7 indexed citations
5.
Güner, Pınar, et al.. (2022). TPACK Competency Perceptions of Preservice Mathematics Teachers and Their Views on Use of Technology in Education. Erzincan Üniversitesi Eğitim Fakültesi Dergisi. 24(3). 457–468. 1 indexed citations
6.
Güner, Pınar, et al.. (2022). Analysis on the Reflective Thinking Skills of the 7th and 8th Grade Students toward Problem Solving. Kastamonu Eğitim Dergisi. 30(2). 362–377.
7.
Güner, Pınar, et al.. (2022). Monitoring proficiency: Growth of number sense in primary school. Psychology in the Schools. 60(3). 707–728. 2 indexed citations
8.
Güner, Pınar, et al.. (2022). Dynamics of GeoGebra ecosystem in mathematics education. Education and Information Technologies. 27(4). 5301–5323. 17 indexed citations
9.
Güner, Pınar, et al.. (2021). Matematik Derslerinde Web Tabanlı Uzaktan Eğitime İlişkin Matematik Öğretmenlerinin Görüşleri. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi. 9(1). 85–102. 10 indexed citations
10.
Güner, Pınar, et al.. (2021). Prospective mathematics teachers’ thinking styles and problem-solving skills. Thinking Skills and Creativity. 40. 100827–100827. 36 indexed citations
11.
Güner, Pınar. (2021). Problem-Posing Skills and Thinking Styles of Preservice Teachers. SHILAP Revista de lepidopterología. 18(2). 254–277. 3 indexed citations
12.
Güner, Pınar, et al.. (2020). PROBLEM-SOLVING PERFORMANCE AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF EYE TRACKING MEASUREMENTS. Alanya Alaaddin Keykubat University Institutional Repository. 7(3). 1111–1124. 4 indexed citations
13.
Güner, Pınar, et al.. (2019). Representation of Algebraic Reasoning in Sets through Argumentation. SHILAP Revista de lepidopterología. 6(2). 215–229. 2 indexed citations
14.
Okuyan, Canan Birimoğlu, et al.. (2019). Hemşirelik ve tıp fakültesi öğrencilerinin nomofobi düzeylerinin belirlenmesi. DergiPark (Istanbul University). 8(4). 372–382. 1 indexed citations
15.
Güner, Pınar, et al.. (2019). Examining Students Mathematical Understanding of Patterns by Pirie-Kieren Model. Hacettepe University Journal of Education. 1–23. 2 indexed citations
16.
Güner, Pınar, et al.. (2016). Pre-Service Primary Mathematic Teachers' Skills of Using the Language of Mathematics in the Context of Quadrilaterals.. 7(1). 13–27. 3 indexed citations
17.
Güner, Pınar, et al.. (2016). Investigation of Learning in Creative Drama-based Classrooms through Community of Practice. Bartın University Journal of Faculty of Education. 5(2). 557–557. 2 indexed citations
18.
Güner, Pınar, et al.. (2015). THE PLACE OF PROBLEM SOLVING AND MATHEMATICAL THINKING IN THE MATHEMATICAL TEACHING. 22 indexed citations
19.
Güner, Pınar, et al.. (2014). Matematik Öğretimi ve Matematiksel Düşünme. 2 indexed citations
20.
Güner, Pınar, et al.. (2013). 7TH AND 8TH GRADE STUDENTS` GENERALIZATION STRATEGIES OF PATTERNS. International journal of innovation and applied studies. 2(4). 7 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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