Pou‐seong Sit

427 total citations
21 papers, 301 citations indexed

About

Pou‐seong Sit is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, Pou‐seong Sit has authored 21 papers receiving a total of 301 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 6 papers in Social Psychology and 6 papers in Clinical Psychology. Recurrent topics in Pou‐seong Sit's work include Online Learning and Analytics (6 papers), Resilience and Mental Health (4 papers) and Grit, Self-Efficacy, and Motivation (4 papers). Pou‐seong Sit is often cited by papers focused on Online Learning and Analytics (6 papers), Resilience and Mental Health (4 papers) and Grit, Self-Efficacy, and Motivation (4 papers). Pou‐seong Sit collaborates with scholars based in Macao, Singapore and Serbia. Pou‐seong Sit's co-authors include Kwok‐cheung Cheung, Kaycheng Soh, Juliana Álvares Duarte Bonini Campos, João Marôco, Thomas J. Smith, Ivana Stepanović, Heidi Harju‐Luukkainen and Giovanna Esposito and has published in prestigious journals such as PLoS ONE, Frontiers in Psychology and British Journal of Educational Psychology.

In The Last Decade

Pou‐seong Sit

20 papers receiving 290 citations

Peers

Pou‐seong Sit

EDUCA

GHP

Kwok‐cheung Cheung Macao

Laura Abellán Roselló Spain

Fernando Fajardo Bullón Spain

Mar García-Señorán Spain

Heidi Harju‐Luukkainen Finland

Arild Raaheim Norway

Mar Badia Martín Spain

Paola Verónica Paoloni Argentina

Joana R. Casanova Portugal

David T. Marshall United States

Kwok‐cheung Cheung Macao

Pou‐seong Sit

165 ×1.2

EDUCA

137 ×1.2

107 ×1.2

48 ×1.0

GHP

39 ×1.1

Citations per year, relative to Pou‐seong Sit Pou‐seong Sit (= 1×) peers Kwok‐cheung Cheung

Countries citing papers authored by Pou‐seong Sit

Since Specialization

Citations

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

Fields of papers citing papers by Pou‐seong Sit

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Pou‐seong Sit. 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 Pou‐seong Sit. The network helps show where Pou‐seong Sit may publish in the future.

Co-authorship network of co-authors of Pou‐seong Sit

This figure shows the co-authorship network connecting the top 25 collaborators of Pou‐seong Sit. A scholar is included among the top collaborators of Pou‐seong Sit 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 Pou‐seong Sit. Pou‐seong Sit 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

Cheung, Kwok‐cheung, et al.. (2025). Unfolding key factors of resilience in ICT cognitive-motivational engagement: Global evidence from machine learning techniques. International Journal of Educational Research. 131. 102607–102607. 1 indexed citations

Cheung, Kwok‐cheung, et al.. (2024). Unraveling the relationship between ESCS and digital reading performance: A multilevel mediation analysis of ICT-related psychological needs. Education and Information Technologies. 3 indexed citations

Cheung, Kwok‐cheung, et al.. (2024). A machine‐learning model of academic resilience in the times of the COVID ‐19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study. British Journal of Educational Psychology. 94(4). 1224–1244. 1 indexed citations

Cheung, Kwok‐cheung, et al.. (2023). The Effects of Perceptions Toward Interpersonal Relationships on Collaborative Problem-Solving Competence: Comparing Four Ethnic Chinese Communities Assessed in PISA 2015. The Asia-Pacific Education Researcher. 33(2). 481–493. 6 indexed citations

Cheung, Kwok‐cheung, et al.. (2023). A systematic review of academic resilience in East Asia: Evidence from the large‐scale assessment research. Psychology in the Schools. 61(3). 1238–1254. 5 indexed citations

Cheung, Kwok‐cheung, et al.. (2023). Identifying key features of resilient students in digital reading: Insights from a machine learning approach. Education and Information Technologies. 29(2). 2277–2301. 13 indexed citations

Cheung, Kwok‐cheung & Pou‐seong Sit. (2022). Important Factors Discriminating Between Problem-Solving Experts and Novices: A Data Mining Approach. 3(2). 1 indexed citations

Cheung, Kwok‐cheung & Pou‐seong Sit. (2022). Examining the Impact of Students' Familiarity with Information and Communications Technology on Education Equity Using Data from Students in Four Provinces and Cities in China. 3(3).

Cheung, Kwok‐cheung, et al.. (2022). Insights from Two Decades of PISA-related Studies in the New Century: A Systematic Review. Scandinavian Journal of Educational Research. 68(3). 371–388. 8 indexed citations

10.

Sit, Pou‐seong, et al.. (2021). Students’ frequent exposure to bullying: comparing between low-achieving students of Macao and Taiwan in PISA 2015 well-being study. Educational Psychology. 41(3). 302–319. 4 indexed citations

11.

Sit, Pou‐seong, Kwok‐cheung Cheung, Heidi Harju‐Luukkainen, et al.. (2020). University Student Engagement Inventory (USEI): Transcultural Validity Evidence Across Four Continents. Frontiers in Psychology. 10. 2796–2796. 43 indexed citations

12.

Marôco, João, Heidi Harju‐Luukkainen, Pou‐seong Sit, et al.. (2020). Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout?. PLoS ONE. 15(10). e0239816–e0239816. 106 indexed citations

13.

Cheung, Kwok‐cheung, et al.. (2018). Resolving the attitude–achievement paradox based on anchoring vignettes: evidences from the PISA 2012 mathematics study. Asia Pacific Education Review. 19(3). 389–399. 8 indexed citations

14.

Cheung, Kwok‐cheung, et al.. (2016). An examination of student- and across-level mediation mechanisms accounting for gender differences in reading performance: a multilevel analysis of reading engagement. Educational Psychology. 37(10). 1206–1221. 14 indexed citations

15.

Cheung, Kwok‐cheung, et al.. (2016). A typology of student reading engagement: Preparing for response to intervention in the school curriculum. Studies In Educational Evaluation. 48. 32–42. 12 indexed citations

16.

Cheung, Kwok‐cheung, et al.. (2016). EFFECTS OF ECONOMIC, SOCIAL AND CULTURAL STATUS ON MATHEMATICS PERFORMANCE: A MULTILEVEL MEDIATION ANALYSIS OF MOTIVATIONAL BELIEFS AND PRIOR CONTENT KNOWLEDGE ACTIVATION. 24(4). 109–144. 1 indexed citations

17.

Sit, Pou‐seong, et al.. (2015). What studying problems are faced by the adolescent grade repeaters in Macao: uncovering underlying mechanisms based on evidences from the PISA 2012 Study. Asia Pacific Education Review. 16(3). 367–377. 6 indexed citations

18.

Sit, Pou‐seong, et al.. (2014). The Effects of Webpage Navigation on Digital Reading Performance. 20(3). 23–36. 1 indexed citations

19.

Cheung, Kwok‐cheung, et al.. (2013). Predicting Academic Resilience with Reading Engagement and Demographic Variables: Comparing Shanghai, Hong Kong, Korea, and Singapore from the PISA Perspective. The Asia-Pacific Education Researcher. 23(4). 895–909. 44 indexed citations

20.

Cheung, Kwok‐cheung, et al.. (2013). Online Reading Activities and ICT Use as Mediating Variables in Explaining the Gender Difference in Digital Reading Literacy: Comparing Hong Kong and Korea. The Asia-Pacific Education Researcher. 22(4). 709–720. 22 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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