Stefanie Chye

444 total citations
24 papers, 310 citations indexed

About

Stefanie Chye is a scholar working on Education, Sociology and Political Science and Social Psychology. According to data from OpenAlex, Stefanie Chye has authored 24 papers receiving a total of 310 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 8 papers in Sociology and Political Science and 4 papers in Social Psychology. Recurrent topics in Stefanie Chye's work include Reflective Practices in Education (7 papers), Impact of Technology on Adolescents (7 papers) and Teacher Education and Leadership Studies (5 papers). Stefanie Chye is often cited by papers focused on Reflective Practices in Education (7 papers), Impact of Technology on Adolescents (7 papers) and Teacher Education and Leadership Studies (5 papers). Stefanie Chye collaborates with scholars based in Singapore, United States and Cameroon. Stefanie Chye's co-authors include Rebecca P. Ang, Vivien S. Huan, Wan Har Chong, Woon Chia Liu, Mingming Zhou, Nikos L. D. Chatzisarantis, John Wang, Caroline Koh, Albert K. Liau and Bee Leng Chua and has published in prestigious journals such as Computers in Human Behavior, Teaching and Teacher Education and The Journal of Psychology.

In The Last Decade

Stefanie Chye

19 papers receiving 293 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stefanie Chye Singapore 9 183 160 70 63 37 24 310
Sean M. Holden United States 6 253 1.4× 111 0.7× 44 0.6× 72 1.1× 88 2.4× 6 320
Rebecca L. Densley United States 8 214 1.2× 200 1.3× 37 0.5× 45 0.7× 51 1.4× 11 331
Chiara Imperato Italy 9 192 1.0× 47 0.3× 74 1.1× 47 0.7× 42 1.1× 23 271
Héctor Fúster Spain 9 387 2.1× 173 1.1× 51 0.7× 81 1.3× 96 2.6× 14 449
Christiane Arrivillaga Spain 8 168 0.9× 114 0.7× 88 1.3× 82 1.3× 24 0.6× 14 278
Justin W. Vollet United States 8 135 0.7× 213 1.3× 98 1.4× 81 1.3× 33 0.9× 11 382
Lara Schreurs Belgium 10 225 1.2× 96 0.6× 42 0.6× 83 1.3× 98 2.6× 24 330
Caroline Marker Germany 5 264 1.4× 88 0.6× 35 0.5× 81 1.3× 63 1.7× 6 358
Robert W. Bohlander United States 5 183 1.0× 144 0.9× 68 1.0× 34 0.5× 21 0.6× 5 355
Gila Cohen Zilka Israel 10 142 0.8× 248 1.6× 34 0.5× 53 0.8× 25 0.7× 55 349

Countries citing papers authored by Stefanie Chye

Since Specialization
Citations

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

Fields of papers citing papers by Stefanie Chye

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Stefanie Chye

This figure shows the co-authorship network connecting the top 25 collaborators of Stefanie Chye. A scholar is included among the top collaborators of Stefanie Chye 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 Stefanie Chye. Stefanie Chye 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.
Chye, Stefanie, et al.. (2024). The role of achievement emotions in team-based learning. Educational Research for Policy and Practice. 24(2). 313–325.
2.
Nie, Youyan, et al.. (2023). Developing a Single-Item General Self-Efficacy Scale: An Initial Study. Journal of Psychoeducational Assessment. 41(5). 583–598. 6 indexed citations
3.
Chye, Stefanie, Mingming Zhou, Caroline Koh, & Woon Chia Liu. (2023). The economics of learning: tradeoffs in student teachers’ use of multipurpose digital portfolios. Technology Pedagogy and Education. 32(2). 151–169.
4.
Chye, Stefanie & Bee Leng Chua. (2023). Pedagogy and Psychology in Digital Education. 3 indexed citations
5.
Chye, Stefanie, et al.. (2022). “In the shoes of another”: immersive technology for social and emotional learning. Education and Information Technologies. 27(6). 8165–8188. 13 indexed citations
6.
Chye, Stefanie, et al.. (2022). Self-Regulated Reading: Insights from a Phenomenological Study of Primary 6 Students in Singapore. Reading Psychology. 44(3). 270–305. 5 indexed citations
7.
Chye, Stefanie, et al.. (2021). The Autonomous Thinking Teacher: Preparing English Teachers for the 21st Century. 50(2). 102–115. 1 indexed citations
8.
Chye, Stefanie. (2021). Towards a Framework for Integrating Digital Portfolios into Teacher Education. TechTrends. 65(5). 818–830. 1 indexed citations
9.
Chye, Stefanie, Mingming Zhou, Caroline Koh, & Woon Chia Liu. (2021). Levels of reflection in student teacher digital portfolios: a matter of sociocultural context?. Reflective Practice. 22(5). 577–599. 8 indexed citations
10.
Chye, Stefanie, et al.. (2021). “IN THE SHOES OF ANOTHER”: IMMERSIVE VIRTUAL ENVIRONMENTS FOR SOCIAL AND EMOTIONAL LEARNING. ICERI proceedings. 1. 323–323. 1 indexed citations
11.
Chye, Stefanie, Mingming Zhou, Caroline Koh, & Woon Chia Liu. (2019). Using e-portfolios to facilitate reflection: Insights from an activity theoretical analysis. Teaching and Teacher Education. 85. 24–35. 16 indexed citations
12.
Chye, Stefanie, et al.. (2017). Internet Use And Psychological Wellbeing: A Study Of International Students In Singapore. Zenodo (CERN European Organization for Nuclear Research). 4 indexed citations
13.
Wang, John, Chi‐yue Chiu, Ying‐yi Hong, et al.. (2016). The power of beliefs in impacting motivation: Motivating the academically unmotivated.
14.
Huan, Vivien S., Rebecca P. Ang, Wan Har Chong, & Stefanie Chye. (2014). The Impact of Shyness on Problematic Internet Use: The Role of Loneliness. The Journal of Psychology. 148(6). 699–715. 33 indexed citations
15.
Huan, Vivien S., Rebecca P. Ang, & Stefanie Chye. (2014). Loneliness and Shyness in Adolescent Problematic Internet Users: The Role of Social Anxiety. Child & Youth Care Forum. 43(5). 539–551. 58 indexed citations
16.
Chong, Wan Har, Stefanie Chye, Vivien S. Huan, & Rebecca P. Ang. (2014). Generalized problematic Internet use and regulation of social emotional competence: The mediating role of maladaptive cognitions arising from academic expectation stress on adolescents. Computers in Human Behavior. 38. 151–158. 31 indexed citations
17.
18.
Zhou, Mingming, et al.. (2013). UNDERSTANDING TEACHER IDENTITY THROUGH THE USE OF EPORTFOLIOS WITH PRE-SERVICE TEACHERS. 20–27. 5 indexed citations
19.
Koh, Caroline, Woon Chia Liu, Stefanie Chye, & Shanti Divaharan. (2013). Student teachers' views on national education: the need for greater alignment between policy and praxis. Asia Pacific Journal of Education. 33(4). 424–443.
20.
Ang, Rebecca P., Wan Har Chong, Stefanie Chye, & Vivien S. Huan. (2012). Loneliness and generalized problematic Internet use: Parents’ perceived knowledge of adolescents’ online activities as a moderator. Computers in Human Behavior. 28(4). 1342–1347. 69 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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