Ridwan Maulana

3.1k total citations · 2 hit papers
84 papers, 2.0k citations indexed

About

Ridwan Maulana is a scholar working on Education, Social Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Ridwan Maulana has authored 84 papers receiving a total of 2.0k indexed citations (citations by other indexed papers that have themselves been cited), including 59 papers in Education, 22 papers in Social Psychology and 7 papers in Developmental and Educational Psychology. Recurrent topics in Ridwan Maulana's work include Teacher Education and Leadership Studies (32 papers), Motivation and Self-Concept in Sports (19 papers) and Educational Environments and Student Outcomes (17 papers). Ridwan Maulana is often cited by papers focused on Teacher Education and Leadership Studies (32 papers), Motivation and Self-Concept in Sports (19 papers) and Educational Environments and Student Outcomes (17 papers). Ridwan Maulana collaborates with scholars based in Netherlands, Indonesia and Spain. Ridwan Maulana's co-authors include Michelle Helms‐Lorenz, Wim van de Grift, Marie‐Christine Opdenakker, Roel Bosker, Perry den Brok, Klaas van Veen, Ruth Harmsen, Annemieke Smale-Jacobse, Anna Meijer and Kim Stroet and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Frontiers in Psychology.

In The Last Decade

Ridwan Maulana

63 papers receiving 1.9k citations

Hit Papers

2 papers align trajectories

What are hit papers?

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.

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

2018 221 citations Michelle Helms‐Lorenz, Ridwan Maulana et al. Teachers and Teaching profile →
Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence

2019 195 citations Annemieke Smale-Jacobse, Michelle Helms‐Lorenz et al. Frontiers in Psychology profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Ridwan Maulana Netherlands	25	1.5k	607	255	197	193	84	2.0k
Michelle Helms‐Lorenz Netherlands	25	1.5k 1.0×	569 0.9×	275 1.1×	140 0.7×	199 1.0×	70	2.1k
Gerda Hagenauer Austria	20	1.1k 0.7×	723 1.2×	223 0.9×	299 1.5×	246 1.3×	70	1.7k
Martin Daumiller Germany	22	698 0.5×	677 1.1×	252 1.0×	487 2.5×	280 1.5×	94	1.6k
Tracy L. Durksen Australia	21	917 0.6×	618 1.0×	192 0.8×	272 1.4×	143 0.7×	43	1.5k
Rick Shoup United States	7	1.5k 1.0×	368 0.6×	200 0.8×	96 0.5×	136 0.7×	9	1.9k
Marie‐Christine Opdenakker Netherlands	24	1.8k 1.2×	762 1.3×	362 1.4×	452 2.3×	270 1.4×	59	2.5k
Chantal Levesque‐Bristol United States	22	733 0.5×	777 1.3×	221 0.9×	231 1.2×	430 2.2×	50	1.8k
Liisa Postareff Finland	25	1.7k 1.2×	333 0.5×	314 1.2×	103 0.5×	134 0.7×	53	2.2k
Shaljan Areepattamannil United Arab Emirates	22	821 0.6×	339 0.6×	267 1.0×	300 1.5×	128 0.7×	57	1.3k
Wim van de Grift Netherlands	30	1.9k 1.3×	393 0.6×	474 1.9×	156 0.8×	122 0.6×	77	2.4k

Countries citing papers authored by Ridwan Maulana

Since Specialization

Citations

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

Fields of papers citing papers by Ridwan Maulana

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ridwan Maulana

This figure shows the co-authorship network connecting the top 25 collaborators of Ridwan Maulana. A scholar is included among the top collaborators of Ridwan Maulana 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 Ridwan Maulana. Ridwan Maulana 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

Helms‐Lorenz, Michelle, et al.. (2025). Navigating the early-career landscape: unpacking the role of induction in shaping beginning teachers’ intrinsic motivation, affection, and self-efficacy. Teachers and Teaching. 1–34.

Helms‐Lorenz, Michelle, et al.. (2023). Profiles and developmental pathways of beginning teachers' intrinsic orientations and their associations with effective teaching behaviour. Learning and Individual Differences. 107. 102362–102362. 4 indexed citations

Maulana, Ridwan, et al.. (2023). Differentiated Instruction in Teaching from the International Perspective. University of Groningen research database (University of Groningen / Centre for Information Technology). 8 indexed citations

Mouratidis, Athanasios, Aikaterini Michou, Sibel Telli, Ridwan Maulana, & Michelle Helms‐Lorenz. (2022). No aspect of structure should be left behind in relation to student autonomous motivation. British Journal of Educational Psychology. 92(3). 1086–1108. 8 indexed citations

Helms‐Lorenz, Michelle, et al.. (2021). A Conceptual Framework for Understanding Variability in Student Perceptions. Frontiers in Psychology. 12. 725407–725407. 4 indexed citations

Helms‐Lorenz, Michelle, et al.. (2021). Dutch beginning teachers’ intrinsic orientation for the profession: Measurement and consistency during the first year. Studies In Educational Evaluation. 70. 101059–101059. 10 indexed citations

Maulana, Ridwan, et al.. (2020). Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations. School Effectiveness and School Improvement. 32(1). 64–95. 22 indexed citations

Maulana, Ridwan, et al.. (2020). Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia (Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia). Journal for the Study of Education and Development Infancia y Aprendizaje. 43(2). 271–308. 29 indexed citations

García, Carmen María Fernández, et al.. (2019). Student Perceptions of Secondary Education Teaching Effectiveness: General Profile, the Role of Personal Factors, and Educational Level. Frontiers in Psychology. 10. 533–533. 23 indexed citations

10.

Helms‐Lorenz, Michelle, et al.. (2019). Opschaling van inductie en het pedagogisch-didactisch handelen van beginnende docenten in het voortgezet onderwijs. Pedagogische Studiën. 96(1). 40–63. 2 indexed citations

11.

Maulana, Ridwan, et al.. (2019). Teacher as Social Context (TASC) Questionnaire in the Spanish Setting: Teacher Version. Psicologí a Educativa. 26(1). 17–26. 14 indexed citations

12.

Inda, Mercedes, et al.. (2018). Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students. Learning Environments Research. 22(2). 229–251. 31 indexed citations

13.

Maulana, Ridwan, Michelle Helms‐Lorenz, & Wim van de Grift. (2016). Validating a model of effective teaching behaviour of pre-service teachers. Teachers and Teaching. 1–23. 47 indexed citations

14.

Maulana, Ridwan & Michelle Helms‐Lorenz. (2016). Observations and student perceptions of the quality of preservice teachers’ teaching behaviour: construct representation and predictive quality. Learning Environments Research. 19(3). 335–357. 53 indexed citations

15.

Maulana, Ridwan, Marie‐Christine Opdenakker, & Perry den Brok. (2015). Within-year changes of lesson structure: an exploration of pedagogical functions of lessons by means of multilevel growth curve modelling in Indonesia. Teachers and Teaching. 21(7). 843–866. 2 indexed citations

16.

Helms‐Lorenz, Michelle, Wim van de Grift, & Ridwan Maulana. (2015). Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement. 27(2). 178–204. 76 indexed citations

17.

Helms‐Lorenz, Michelle & Ridwan Maulana. (2015). Influencing the psychological well-being of beginning teachers across three years of teaching: self-efficacy, stress causes, job tension and job discontent. Educational Psychology. 36(3). 569–594. 45 indexed citations

18.

Maulana, Ridwan & Michelle Helms‐Lorenz. (2015). Observations and student perceptions of pre-service teachers' teaching behavior quality : Construct representation and predictive quality. Learning Environments Research. 2 indexed citations

19.

Maulana, Ridwan, Marie‐Christine Opdenakker, Kim Stroet, & Roel Bosker. (2013). Changes in Teachers’ Involvement Versus Rejection and Links with Academic Motivation During the First Year of Secondary Education: A Multilevel Growth Curve Analysis. Journal of Youth and Adolescence. 42(9). 1348–1371. 76 indexed citations

20.

Maulana, Ridwan, Marie‐Christine Opdenakker, & Roel Bosker. (2013). Teacher–student interpersonal relationships do change and affect academic motivation: A multilevel growth curve modelling. British Journal of Educational Psychology. 84(3). 459–482. 80 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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