Pui‐sze Yeung

692 total citations
24 papers, 475 citations indexed

About

Pui‐sze Yeung is a scholar working on Developmental and Educational Psychology, Education and Language and Linguistics. According to data from OpenAlex, Pui‐sze Yeung has authored 24 papers receiving a total of 475 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Developmental and Educational Psychology, 16 papers in Education and 7 papers in Language and Linguistics. Recurrent topics in Pui‐sze Yeung's work include Reading and Literacy Development (15 papers), Writing and Handwriting Education (13 papers) and EFL/ESL Teaching and Learning (7 papers). Pui‐sze Yeung is often cited by papers focused on Reading and Literacy Development (15 papers), Writing and Handwriting Education (13 papers) and EFL/ESL Teaching and Learning (7 papers). Pui‐sze Yeung collaborates with scholars based in Hong Kong, China and Australia. Pui‐sze Yeung's co-authors include Kevin Kien Hoa Chung, Connie Suk‐Han Ho, David Wai‐ock Chan, Lap‐Yan Lo, Hui Luan, David Chan, Hui Li, Jiutong Luo, Kevin Ka Shing Chan and Meng Sun and has published in prestigious journals such as Frontiers in Psychology, Reading Research Quarterly and Learning and Individual Differences.

In The Last Decade

Pui‐sze Yeung

21 papers receiving 462 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Pui‐sze Yeung Hong Kong	12	407	255	145	116	85	24	475
Daisy Powell United Kingdom	12	454 1.1×	249 1.0×	187 1.3×	169 1.5×	28 0.3×	20	570
Lap‐Yan Lo China	8	314 0.8×	150 0.6×	137 0.9×	123 1.1×	43 0.5×	14	390
Michal Shany Israel	12	562 1.4×	251 1.0×	205 1.4×	142 1.2×	43 0.5×	21	635
Victor Van Daal Netherlands	14	531 1.3×	316 1.2×	155 1.1×	159 1.4×	33 0.4×	24	647
Denyse V. Hayward Canada	11	371 0.9×	215 0.8×	70 0.5×	83 0.7×	31 0.4×	22	519
Danielle Lopez United States	5	423 1.0×	251 1.0×	111 0.8×	103 0.9×	32 0.4×	6	503
Ian Smythe United Kingdom	9	303 0.7×	127 0.5×	137 0.9×	86 0.7×	24 0.3×	26	374
Shirley V. Dickson United States	8	509 1.3×	370 1.5×	155 1.1×	40 0.3×	43 0.5×	12	595
Élisabeth Demont France	9	337 0.8×	108 0.4×	91 0.6×	189 1.6×	44 0.5×	28	418
Michael Herriman Australia	6	496 1.2×	261 1.0×	136 0.9×	81 0.7×	89 1.0×	10	591

Countries citing papers authored by Pui‐sze Yeung

Since Specialization

Citations

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

Fields of papers citing papers by Pui‐sze Yeung

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Pui‐sze Yeung. 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 Pui‐sze Yeung. The network helps show where Pui‐sze Yeung may publish in the future.

Co-authorship network of co-authors of Pui‐sze Yeung

This figure shows the co-authorship network connecting the top 25 collaborators of Pui‐sze Yeung. A scholar is included among the top collaborators of Pui‐sze Yeung 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 Pui‐sze Yeung. Pui‐sze Yeung 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

Yeung, Pui‐sze, et al.. (2024). Relationships of writing self-efficacy, perceived value of writing, and writing apprehension to writing performance among Chinese children. Reading and Writing. 38(1). 225–271. 2 indexed citations

Chan, Kevin Ka Shing, Pui‐sze Yeung, & Kevin Kien Hoa Chung. (2024). The effects of foreign language anxiety on English word reading among Chinese students at risk of English learning difficulties. Reading and Writing. 38(1). 273–291. 7 indexed citations

Luo, Jiutong, et al.. (2024). Mindfulness and growth mindset as protective factors for the impact of media multitasking on academic performance: The mediating role of self-control. Education and Information Technologies. 29(17). 22841–22858.

Yeung, Pui‐sze, et al.. (2023). The effects of using L1 Chinese or L2 English in planning on speaking performance among high- and low-proficient EFL learners. Asian-Pacific Journal of Second and Foreign Language Education. 8(1). 1 indexed citations

Yeung, Pui‐sze, et al.. (2023). Exploring Chinese Early Childhood Teachers’ Mathematical Belief Profiles and Associated Teacher Characteristics. Early Education and Development. 35(7). 1554–1569. 1 indexed citations

Luo, Jiutong, Pui‐sze Yeung, & Hui Li. (2023). Gender and parent–adolescent differences in perceived media parenting: Evidence from a Chinese validation study. Journal of Children and Media. 17(3). 278–297.

Yeung, Pui‐sze. (2022). A model of Chinese reading comprehension: The role of cognition and motivation. Learning and Individual Differences. 99. 102202–102202. 3 indexed citations

Yeung, Pui‐sze. (2022). Writing motivation in Chinese children with developmental dyslexia. Journal of Research in Reading. 45(2). 223–252. 2 indexed citations

Luo, Jiutong, Pui‐sze Yeung, & Hui Li. (2021). Impact of media multitasking on executive function in adolescents: behavioral and self-reported evidence from a one-year longitudinal study. Internet Research. 32(4). 1310–1328. 7 indexed citations

10.

Yeung, Pui‐sze, et al.. (2020). Prediction of Chinese Reading Fluency by Verbal and Non-verbal Visual Attention Span Measures. Frontiers in Psychology. 10. 3049–3049. 11 indexed citations

11.

Yeung, Pui‐sze, et al.. (2020). Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6. Journal of Research in Reading. 43(2). 201–228. 1 indexed citations

12.

Luo, Jiutong, Pui‐sze Yeung, & Hui Li. (2019). Relationship Between Media Multitasking and Self-esteem Among Chinese Adolescents: Mediating Roles of Peer Influence and Family Functioning. Journal of Child and Family Studies. 29(5). 1391–1401. 11 indexed citations

13.

Yeung, Pui‐sze, Connie Suk‐Han Ho, David Wai‐ock Chan, & Kevin Kien Hoa Chung. (2016). The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades. Applied Psycholinguistics. 38(1). 211–231. 8 indexed citations

14.

Lo, Lap‐Yan, Pui‐sze Yeung, Connie Suk‐Han Ho, David Wai‐ock Chan, & Kevin Kien Hoa Chung. (2015). The role of stroke knowledge in reading and spelling in Chinese. Journal of Research in Reading. 39(4). 367–388. 21 indexed citations

15.

Yeung, Pui‐sze, et al.. (2014). What are the Early Indicators of Persistent Word Reading Difficulties among Chinese Readers in Elementary Grades?. Dyslexia. 20(2). 119–145. 15 indexed citations

16.

Yeung, Pui‐sze, Connie Suk‐Han Ho, David Wai‐ock Chan, & Kevin Kien Hoa Chung. (2013). Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition Among Fourth-Grade Students. Discourse Processes. 50(7). 498–529. 13 indexed citations

17.

Yeung, Pui‐sze, Connie Suk‐Han Ho, David Wai‐ock Chan, & Kevin Kien Hoa Chung. (2012). Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students. Reading and Writing. 26(7). 1195–1221. 42 indexed citations

18.

Yeung, Pui‐sze, et al.. (2012). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics. 34(6). 1245–1277. 67 indexed citations

19.

Yeung, Pui‐sze, Connie Suk‐Han Ho, Lap‐Yan Lo, et al.. (2011). Reading and Spelling Chinese Among Beginning Readers: What Skills Make a Difference?. Scientific Studies of Reading. 15(4). 285–313. 131 indexed citations

20.

Ho, Connie Suk‐Han, Pui‐sze Yeung, David Wai‐ock Chan, et al.. (2011). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing. 25(3). 679–699. 54 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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