Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
A validity and reliability study of the computational thinking scales (CTS)
2017405 citationsÖzgen Korkmaz, Recep Çakır et al.profile →
The 2023 Pazarcık (Kahramanmaraş, Türkiye) earthquake (M w 7.7): implications for surface rupture dynamics along the East Anatolian Fault Zone
Citations per year, relative to Recep Çakır Recep Çakır (= 1×)
peers
Özgen Korkmaz
Countries citing papers authored by Recep Çakır
Since
Specialization
Citations
This map shows the geographic impact of Recep Çakır'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 Recep Çakır with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Recep Çakır more than expected).
This network shows the impact of papers produced by Recep Çakır. 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 Recep Çakır. The network helps show where Recep Çakır may publish in the future.
Co-authorship network of co-authors of Recep Çakır
This figure shows the co-authorship network connecting the top 25 collaborators of Recep Çakır.
A scholar is included among the top collaborators of Recep Çakır 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 Recep Çakır. Recep Çakır is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Çakır, Recep, et al.. (2019). ADAPTATION OF THE ONLINE SELF-REGULATION QUESTIONNAIRE (OSRQ) IN THREE TYPES OF INTERACTION INTO TURKISH: A VALIDITY AND RELIABILITY STUDY. Eğitim Teknolojisi Kuram ve Uygulama. 9(2). 332–348.3 indexed citations
8.
Çakır, Recep, et al.. (2017). The Impact of FeTeMM Activities on 7th Grade Students’ Reflective Thinking Skills for Problem Solving Levels and their Achievements. Participatory Educational Research. 4(2). 182–189.7 indexed citations
9.
Çakır, Recep, et al.. (2016). Active Fault Monitoring Using Portable Seismograph Arrays in Washington State. AGUFM. 2016.1 indexed citations
10.
Çakır, Recep, et al.. (2016). An Exploration of the Relationship between Students' Preferences for Formative Feedback and Self-Regulated Learning Skills.. 4(4). 14–30.13 indexed citations
Çakır, Recep, et al.. (2015). THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS' ACADEMIC PROCRASTINATION BEHAVIOR AND THEIR ATTITUDE TOWARDS TEACHING AS A PROFESSION. DergiPark (Istanbul University). 23(3). 1311–1330.3 indexed citations
13.
Çakır, Recep, et al.. (2015). ÖĞRETMENLERİN YAŞAM BOYU ÖĞRENMEEĞİLİMLERİ VE EĞİTİMTEKNOLOJİSİSTANDARTLARI ÖZYETERLİKLERİNİN İNCELENMESİ. DergiPark (Istanbul University). 5(1). 1–19.
14.
Çakır, Recep, et al.. (2015). Öğretmen Adaylarının Akademik Erteleme Davranışı İle Öğretmenlik Mesleğine İlişkin Tutumlarının Karşılaştırmalı İncelemesi. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi. 23(3). 1311–1330.4 indexed citations
15.
Çakır, Recep & Soner Yıldırım. (2010). Bilgisayar Öğretmenleri Öğretmenlik Mesleği İçin Eğitiliyorlar mı? Bir Bilgisayar Öğretmeni Yetiştirme Programının Değerlendirilmesi. EĞİTİM VE BİLİM. 32(142).1 indexed citations
16.
Çakır, Recep & Erman Yükseltürk. (2010). BİLGİ TOPLUMU OLMA YOLUNDA ÖĞRENEN ORGANİZASYONLAR, BİLGİ YÖNETİMİ VE E-ÖĞRENME ÜZERİNE TEORİK BİR ÇÖZÜMLEME. DergiPark (Istanbul University). 18(2). 501–512.5 indexed citations
Kim, Hyewon, et al.. (2009). Prospective Mathematics Teachers’ Initial Reactions to Model-Centered Instruction. Society for Information Technology & Teacher Education International Conference. 2009(1). 4025–4029.2 indexed citations
19.
Çakır, Recep & Soner Yıldırım. (2007). Analysis of the newly adopted “Science and Technology program” for the 4th and 5th level of elementary Education in Turkey. EdMedia: World Conference on Educational Media and Technology. 2007(1). 11–14.1 indexed citations
20.
Çakır, Recep & Soner Yıldırım. (2006). Prospective Teachers' Opinions on Factors that Contribute to Successful Technology Integration. Society for Information Technology & Teacher Education International Conference. 2006(1). 2792–2797.2 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.