Sheng‐Lun Cheng

1.0k total citations
26 papers, 680 citations indexed

About

Sheng‐Lun Cheng is a scholar working on Education, Social Psychology and Gender Studies. According to data from OpenAlex, Sheng‐Lun Cheng has authored 26 papers receiving a total of 680 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 7 papers in Social Psychology and 6 papers in Gender Studies. Recurrent topics in Sheng‐Lun Cheng's work include Online and Blended Learning (7 papers), Gender and Technology in Education (6 papers) and Digital literacy in education (4 papers). Sheng‐Lun Cheng is often cited by papers focused on Online and Blended Learning (7 papers), Gender and Technology in Education (6 papers) and Digital literacy in education (4 papers). Sheng‐Lun Cheng collaborates with scholars based in United States, Taiwan and China. Sheng‐Lun Cheng's co-authors include Kui Xie, Michael J. Nelson, Vanessa W. Vongkulluksn, Lin Lü, Rick Voithofer, Min Kyu Kim, Jen‐Chia Chang, Shengbo Chen, Jui‐Chieh Huang and Kathleen Moritz Rudasill and has published in prestigious journals such as Journal of Educational Psychology, Computers in Human Behavior and Computers & Education.

In The Last Decade

Sheng‐Lun Cheng

24 papers receiving 649 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sheng‐Lun Cheng United States 14 446 213 121 110 96 26 680
Ed Smeets Netherlands 9 381 0.9× 115 0.5× 91 0.8× 119 1.1× 35 0.4× 13 528
Grace Onchwari United States 12 513 1.2× 201 0.9× 100 0.8× 128 1.2× 27 0.3× 18 678
Gladis Kersaint United States 12 574 1.3× 98 0.5× 98 0.8× 98 0.9× 73 0.8× 28 718
Fathi Ihmeideh Jordan 16 551 1.2× 197 0.9× 104 0.9× 105 1.0× 36 0.4× 39 702
Charlott Rubach Germany 14 378 0.8× 186 0.9× 84 0.7× 57 0.5× 199 2.1× 37 615
José Luis Ortega-Martín Spain 7 289 0.6× 196 0.9× 26 0.2× 98 0.9× 192 2.0× 43 623
Eva Van de gaer Belgium 12 343 0.8× 121 0.6× 114 0.9× 42 0.4× 74 0.8× 18 528
Safure Bulut Türkiye 8 509 1.1× 97 0.5× 52 0.4× 227 2.1× 61 0.6× 34 664
Yehuda Peled Israel 13 290 0.7× 165 0.8× 46 0.4× 58 0.5× 99 1.0× 44 559
Young-Ju Joo South Korea 4 248 0.6× 80 0.4× 69 0.6× 120 1.1× 69 0.7× 20 447

Countries citing papers authored by Sheng‐Lun Cheng

Since Specialization
Citations

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

Fields of papers citing papers by Sheng‐Lun Cheng

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sheng‐Lun Cheng. 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 Sheng‐Lun Cheng. The network helps show where Sheng‐Lun Cheng may publish in the future.

Co-authorship network of co-authors of Sheng‐Lun Cheng

This figure shows the co-authorship network connecting the top 25 collaborators of Sheng‐Lun Cheng. A scholar is included among the top collaborators of Sheng‐Lun Cheng 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 Sheng‐Lun Cheng. Sheng‐Lun Cheng is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Cheng, Sheng‐Lun, et al.. (2025). The influence of teachers’ beliefs and experience on effective instructional practices in online learning environments. Journal of Education for Teaching International Research and Pedagogy. 52(1). 202–220.
2.
Cheng, Sheng‐Lun, et al.. (2024). Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education. European Journal of Psychology of Education. 39(4). 4493–4514. 1 indexed citations
3.
Cheng, Sheng‐Lun, et al.. (2023). Motivational beliefs moderate the relation between academic delay and academic achievement in online learning environments. Computers & Education. 195. 104724–104724. 11 indexed citations
4.
Johnson, Kaprea F., et al.. (2023). Adverse childhood experiences as context for youth assessment and diagnosis. Journal of Counseling & Development. 101(2). 236–247. 9 indexed citations
5.
Cheng, Sheng‐Lun, et al.. (2023). Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments. British Journal of Educational Technology. 54(4). 898–923. 17 indexed citations
6.
Rudasill, Kathleen Moritz, et al.. (2023). White privilege and teacher perceptions of teacher-child relationship quality. Journal of School Psychology. 98. 224–239. 9 indexed citations
7.
Cheng, Sheng‐Lun, et al.. (2023). Preservice Teachers’ Technology Integration Knowledge Development in an Online Technology-Based Course. International Journal of Instruction. 16(4). 385–404. 4 indexed citations
8.
Cheng, Sheng‐Lun, et al.. (2023). The role of school socioeconomic status in school-wide technology integration in the U.S.. Contemporary Educational Technology. 15(2). ep422–ep422. 2 indexed citations
9.
10.
Chen, Chin‐Chih, et al.. (2022). Transactions between Problem Behaviors and Academic Performance in Early Childhood. International Journal of Environmental Research and Public Health. 19(15). 9583–9583. 9 indexed citations
11.
Chen, Chin‐Chih, et al.. (2022). Child developmental and special education service receipt: The intersection of health and poverty. Disability and health journal. 15(3). 101269–101269. 5 indexed citations
12.
Cheng, Sheng‐Lun, et al.. (2022). Profiles of vocational college students’ achievement emotions in online learning environments: Antecedents and outcomes. Computers in Human Behavior. 138. 107452–107452. 18 indexed citations
13.
Xie, Kui, et al.. (2021). Examining high-school students' motivation change through a person-centered approach.. Journal of Educational Psychology. 114(1). 89–107. 24 indexed citations
14.
Cheng, Sheng‐Lun & Kui Xie. (2021). Why college students procrastinate in online courses: A self-regulated learning perspective. The Internet and Higher Education. 50. 100807–100807. 55 indexed citations
15.
Xie, Kui, et al.. (2021). Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms. Journal of Research on Technology in Education. 55(2). 281–306. 28 indexed citations
16.
Cheng, Sheng‐Lun, Shengbo Chen, & Jen‐Chia Chang. (2020). Examining the multiplicative relationships between teachers’ competence, value and pedagogical beliefs about technology integration. British Journal of Educational Technology. 52(2). 734–750. 28 indexed citations
17.
Nelson, Michael J., Rick Voithofer, & Sheng‐Lun Cheng. (2018). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education. 128. 330–344. 110 indexed citations
18.
19.
Kim, Min Kyu, Kui Xie, & Sheng‐Lun Cheng. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education. 66. 309–324. 43 indexed citations
20.
Hwang, Kwang‐Kuo, et al.. (2008). Life Goals, Achievement Motivation and Value of Effort in Confucian society. 3 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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