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.
Meta-Analysis of Inquiry-Based Learning
2016537 citationsArd W. Lazonder, Ruth HarmsenReview of Educational Researchprofile →
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition
2018221 citationsRuth Harmsen, Michelle Helms‐Lorenz et al.Teachers and Teachingprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Ruth Harmsen'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 Ruth Harmsen with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ruth Harmsen more than expected).
This network shows the impact of papers produced by Ruth Harmsen. 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 Ruth Harmsen. The network helps show where Ruth Harmsen may publish in the future.
Co-authorship network of co-authors of Ruth Harmsen
This figure shows the co-authorship network connecting the top 25 collaborators of Ruth Harmsen.
A scholar is included among the top collaborators of Ruth Harmsen 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 Ruth Harmsen. Ruth Harmsen is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Harmsen, Ruth, Michelle Helms‐Lorenz, Ridwan Maulana, & Klaas van Veen. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching. 24(6). 626–643.221 indexed citations breakdown →
4.
Harmsen, Ruth, Ridwan Maulana, Michelle Helms‐Lorenz, & Klaas van Veen. (2017). Beginning teachers’ perceived stress: Causes, responses, and relationships with teaching behavior and attrition. University of Groningen research database (University of Groningen / Centre for Information Technology).1 indexed citations
5.
Lazonder, Ard W. & Ruth Harmsen. (2016). Meta-Analysis of Inquiry-Based Learning. Review of Educational Research. 86(3). 681–718.537 indexed citations breakdown →
Harmsen, Ruth & Ard W. Lazonder. (2014). Supporting Inquiry Learning: A Meta-Analysis. University of Groningen research database (University of Groningen / Centre for Information Technology).1 indexed citations
8.
Meij, Hans van der, Jan van der Meij, & Ruth Harmsen. (2012). Animated pedagogical agents: do they advance student motivation and learning in an inquiry learning environment?. University of Twente Research Information.6 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.