Teresa Leal

1.4k total citations
47 papers, 1.0k citations indexed

About

Teresa Leal is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Teresa Leal has authored 47 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 30 papers in Education, 17 papers in Clinical Psychology and 12 papers in Developmental and Educational Psychology. Recurrent topics in Teresa Leal's work include Early Childhood Education and Development (22 papers), Child and Adolescent Psychosocial and Emotional Development (14 papers) and Parental Involvement in Education (9 papers). Teresa Leal is often cited by papers focused on Early Childhood Education and Development (22 papers), Child and Adolescent Psychosocial and Emotional Development (14 papers) and Parental Involvement in Education (9 papers). Teresa Leal collaborates with scholars based in Portugal, United States and Belgium. Teresa Leal's co-authors include Joana Cadima, Tiago Ferreira, Karine Verschueren, Margaret Burchinal, Paula Mena Matos, Marisa Matias, Wolfgang Tietze, Jesús Palacios, Margaret Burchinal and Debby Cryer and has published in prestigious journals such as SHILAP Revista de lepidopterología, Developmental Psychology and Biochemical Pharmacology.

In The Last Decade

Teresa Leal

43 papers receiving 946 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Teresa Leal Portugal 16 757 413 205 165 146 47 1.0k
Joana Cadima Portugal 20 1.0k 1.3× 540 1.3× 282 1.4× 189 1.1× 163 1.1× 75 1.3k
Heather J. Bachman United States 15 766 1.0× 367 0.9× 176 0.9× 183 1.1× 66 0.5× 37 1.1k
Nina Chien United States 10 568 0.8× 275 0.7× 257 1.3× 132 0.8× 67 0.5× 14 886
Leslie Phillipsen United States 14 681 0.9× 439 1.1× 134 0.7× 205 1.2× 175 1.2× 16 937
Terri J. Sabol United States 17 1.5k 1.9× 676 1.6× 386 1.9× 174 1.1× 164 1.1× 45 1.7k
Cecília Aguiar Portugal 16 607 0.8× 360 0.9× 124 0.6× 233 1.4× 80 0.5× 69 877
Hyun‐Joo Jeon United States 15 970 1.3× 510 1.2× 326 1.6× 136 0.8× 83 0.6× 30 1.2k
Kyong‐Ah Kwon United States 16 399 0.5× 311 0.8× 94 0.5× 86 0.5× 127 0.9× 33 653
Meghan P. McCormick United States 17 869 1.1× 386 0.9× 177 0.9× 56 0.3× 184 1.3× 66 1.1k
Hillel Goelman Canada 15 515 0.7× 299 0.7× 120 0.6× 166 1.0× 54 0.4× 32 725

Countries citing papers authored by Teresa Leal

Since Specialization
Citations

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

Fields of papers citing papers by Teresa Leal

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Teresa Leal

This figure shows the co-authorship network connecting the top 25 collaborators of Teresa Leal. A scholar is included among the top collaborators of Teresa Leal 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 Teresa Leal. Teresa Leal 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.
2.
Leal, Teresa, et al.. (2024). ‘Coaching differently’: using positive practice-based group coaching to promote personal and professional well-being. Coaching An International Journal of Theory Research and Practice. 18(1). 79–97. 1 indexed citations
3.
Cadima, Joana, Tiago Ferreira, Teresa Leal, et al.. (2024). Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries. Early Childhood Education Journal. 53(4). 1181–1193. 2 indexed citations
4.
Leal, Teresa, et al.. (2023). Promotion of Psychological Well-Being and Life Satisfaction in Pre-Adolescents Through Mindfulness Amidst COVID-19. Mindfulness. 15(1). 174–188. 1 indexed citations
5.
Ferreira, Tiago, et al.. (2022). Unique and joint contributions of behavioral and emotional self-regulation to school readiness. Applied Developmental Science. 27(2). 136–155. 10 indexed citations
6.
Peixoto, Carla, Joana Cadima, & Teresa Leal. (2022). Mothers’ educational level and literacy beliefs: associations with home literacy experiences. International Journal of Early Years Education. 30(2). 167–183. 4 indexed citations
7.
Rodrigues, Rui, et al.. (2022). A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children. Mindfulness. 13(11). 2751–2764. 8 indexed citations
8.
Oliveira, Sofia, Magda Sofia Roberto, Joana Cadima, et al.. (2021). Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes. Mindfulness. 12(7). 1719–1732. 49 indexed citations
9.
Matias, Marisa, Tiago Ferreira, Joana Vieira, et al.. (2017). Workplace Family Support, Parental Satisfaction, and Work–Family Conflict: Individual and Crossover Effects among Dual‐Earner Couples. Applied Psychology. 66(4). 628–652. 41 indexed citations
10.
Ferreira, Tiago, Joana Cadima, Marisa Matias, et al.. (2017). Trajectories of parental engagement in early childhood among dual-earner families: Effects on child self-control.. Developmental Psychology. 54(4). 731–743. 28 indexed citations
11.
Cadima, Joana, et al.. (2016). Self-regulation in early childhood: the interplay between family risk, temperament and teacher–child interactions. European Journal of Developmental Psychology. 13(3). 341–360. 33 indexed citations
12.
Barros, Sílvia & Teresa Leal. (2014). Parents’ and teachers’ perceptions of quality in Portuguese childcare classrooms. European Journal of Psychology of Education. 30(2). 209–226. 27 indexed citations
13.
Zachopoulou, Evridiki, Vasilis Grammatikopoulos, Athanasios Gregoriadis, et al.. (2013). COMPARING ASPECTS OF THE PROCESS QUALITY IN SIX EUROPEAN EARLY CHILDHOOD EDUCATIONAL SETTINGS. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT). 4218–4224.
14.
Barros, Sílvia & Teresa Leal. (2011). Dimensoes da qualidade das salas de creche do distrito do porto. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 117–132. 1 indexed citations
15.
Barros, Sílvia & Teresa Leal. (2011). Dimensões da qualidade das salas de creche do distrito do Porto = Quality dimensions of day care classrooms in the district of Porto. Open Repository of the University of Porto (University of Porto). 1 indexed citations
16.
Leal, Teresa, et al.. (2010). COMPETÊNCIAS DE LITERACIA, DE NUMERACIA E SOCIAIS EM DOIS PERÍODOS DO DESENVOLVIMENTO DA CRIANÇA: NO PRɬESCOLAR E NO 1º ANO DE ESCOLARIDADE. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 133–146.
17.
Cadima, Joana, Teresa Leal, & Margaret Burchinal. (2010). The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes. Journal of School Psychology. 48(6). 457–482. 162 indexed citations
18.
Leal, Teresa, et al.. (2008). Desenvolvimento da literacia emergente: competências em crianças de idade pré-escolar. Biochemical Pharmacology. 63(3). 361–73. 1 indexed citations
19.
Pinto, Ana Isabel & Teresa Leal. (1991). Reflexões sobre o papel do Psicólogo Educacional. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT). 8(1). 25–31. 3 indexed citations
20.
Leal, Teresa, et al.. (1989). A escala de avaliação do ambiente em educação infantil: contributos para o estudo da qualidade de vida de crianças dos 3 aos 6 anos em contextos formais de educação. Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT). 1 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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