Stefan Gustafson

1.0k citations
33 papers · 676 indexed · h-index 16

Stefan Gustafson

32 papers receiving 613 citations

Peers

Stefan Gustafson
Comparison fields: 5 of 78
  • Developmental and Educational Psychology 390
  • Occupational Therapy 90
  • Human Factors and Ergonomics 46
  • Statistics and Probability 133
  • Education 278
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Citations per year

Countries citing papers authored by Stefan Gustafson

Since Specialization
Citations

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

Fields of papers citing papers by Stefan Gustafson

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network

The 25 scholars most cited alongside Stefan Gustafson, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.

Border = papers with Stefan Gustafson Line = papers co-authored together Stefan Gustafson links everyone, so they are left out of the graph.

All Works

20 of 20 papers shown
#Work
1 201915
2
Effects of a Formative Assessment System on Early Reading Development
20194
3 201846
4 20184
5 201815
6
Phonological awareness training with articulation promotes early reading development
201717
7 201629
8 201649
9 201522
10
Self-image and Reading Development - the Effect of Self-Image on Reading Development among Pupils in Grade 2 *
20141
11 201422
12 201140
13 201138
14
Attributional style, academic self-efficacy, and attempts to influence the study environment
20091
15 200732
16 20077
17 200385
18 200022
19 199813
20 19983

About Stefan Gustafson

Stefan Gustafson is a scholar working on Developmental and Educational Psychology, Human Factors and Ergonomics and Statistics and Probability, having authored 33 papers that have together received 676 indexed citations. Recurring topics across this work include Reading and Literacy Development (23 papers), Cognitive and developmental aspects of mathematical skills (11 papers), Child Development and Digital Technology (7 papers), Language Development and Disorders (6 papers), Educational and Psychological Assessments (5 papers), Hearing Impairment and Communication (5 papers), Assistive Technology in Communication and Mobility (4 papers) and Digital Accessibility for Disabilities (4 papers). The work is most often cited by research in Developmental and Educational Psychology (390 citations), Occupational Therapy (90 citations) and Human Factors and Ergonomics (46 citations). Stefan Gustafson has collaborated with scholars based in Sweden, United States and Norway. Frequent co-authors include Idor Svensson, Linda Fälth, Stefan Samuelsson, Staffan Nilsson, Jer­ker Rönnberg, Thomas Nordström, Tomas Tjus, Mikael Heimann, Bengt Björkstén and Maria C. Jenmalm. Their work appears in journals such as SHILAP Revista de lepidopterología, Clinical & Experimental Allergy and Journal of Learning Disabilities.

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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