Tine van Daal

579 total citations
19 papers, 395 citations indexed

About

Tine van Daal is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Tine van Daal has authored 19 papers receiving a total of 395 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 7 papers in Developmental and Educational Psychology and 6 papers in Social Psychology. Recurrent topics in Tine van Daal's work include Higher Education Research Studies (4 papers), Motivation and Self-Concept in Sports (4 papers) and Evaluation of Teaching Practices (4 papers). Tine van Daal is often cited by papers focused on Higher Education Research Studies (4 papers), Motivation and Self-Concept in Sports (4 papers) and Evaluation of Teaching Practices (4 papers). Tine van Daal collaborates with scholars based in Belgium, Netherlands and Finland. Tine van Daal's co-authors include Vincent Donche, Liesje Coertjens, Peter Van Petegem, Sven De Mæyer, David Gijbels, Eva Kyndt, Roos Van Gasse, Maaike Endedijk, Renske Bouwer and Gert Vanthournout and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Psychology Review and Higher Education.

In The Last Decade

Tine van Daal

18 papers receiving 381 citations

Peers

Tine van Daal

EDUCA

ECP

DEP

Antoni Castelló Spain

Hoi Kwan Ning Hong Kong

Nicolas Hübner Germany

Kara A. Makara United Kingdom

Ran Zhi China

Sirkku Kupiainen Finland

Afsheen Rezai Iran

Farhad Ghiasvand Iran

Youn‐Jeng Choi United States

Marcy Reisetter United States

Antoni Castelló Spain

Tine van Daal

167 ×0.7

EDUCA

131 ×1.1

61 ×0.8

ECP

39 ×0.5

DEP

29 ×0.7

Citations per year, relative to Tine van Daal Tine van Daal (= 1×) peers Antoni Castelló

Countries citing papers authored by Tine van Daal

Since Specialization

Citations

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

Fields of papers citing papers by Tine van Daal

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tine van Daal. 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 Tine van Daal. The network helps show where Tine van Daal may publish in the future.

Co-authorship network of co-authors of Tine van Daal

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

All Works

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19 of 19 papers shown

Daal, Tine van, et al.. (2025). How Eye Read: A Social Network Approach. Educational Psychology Review. 37(1).

Bouwer, Renske, et al.. (2022). Validity of Comparative Judgment Scores: How Assessors Evaluate Aspects of Text Quality When Comparing Argumentative Texts. Frontiers in Education. 7. 7 indexed citations

Daal, Tine van, et al.. (2021). The Complexity of Comparative Judgments in Assessing Argumentative Writing: An Eye Tracking Study. Frontiers in Education. 5. 5 indexed citations

Daal, Tine van, et al.. (2021). Predicting freshmen’s academic adjustment and subsequent achievement: differences between academic and professional higher education contexts. Frontline Learning Research. 9(2). 28–49. 14 indexed citations

Daal, Tine van, et al.. (2019). Assessing students’ perceptions of fit between secondary and higher education: a validation study of the SPFQ. Higher Education Research & Development. 39(2). 273–287. 3 indexed citations

Donche, Vincent, et al.. (2018). The directional links between students’ academic motivation and social integration during the first year of higher education. European Journal of Psychology of Education. 34(1). 67–86. 54 indexed citations

Daal, Tine van, et al.. (2018). When teachers compare argumentative texts: Decisions informed by multiple complex aspects of text quality. L1 Educational Studies in Language and Literature. 18, Running Issue(Running Issue). 1–22. 18 indexed citations

Kyndt, Eva, Vincent Donche, Liesje Coertjens, et al.. (2018). Does self-efficacy contribute to the development of students’ motivation across the transition from secondary to higher education?. European Journal of Psychology of Education. 34(2). 457–478. 27 indexed citations

Coertjens, Liesje, Vincent Donche, Sven De Mæyer, Tine van Daal, & Peter Van Petegem. (2017). The growth trend in learning strategies during the transition from secondary to higher education in Flanders. Higher Education. 73(3). 499–518. 33 indexed citations

10.

Daal, Tine van, et al.. (2017). The Complexity of Assessing Student Work Using Comparative Judgment: The Moderating Role of Decision Accuracy. Frontiers in Education. 2. 12 indexed citations

11.

Daal, Tine van, et al.. (2016). Validity of comparative judgement to assess academic writing: examining implications of its holistic character and building on a shared consensus. Assessment in Education Principles Policy and Practice. 26(1). 59–74. 46 indexed citations

12.

Coertjens, Liesje, et al.. (2015). De invloed van persoonlijkheid en motivatie op de ontwikkeling van leerstrategieën.. SHILAP Revista de lepidopterología. 92(5). 308–323. 1 indexed citations

13.

Donche, Vincent, Maaike Endedijk, & Tine van Daal. (2015). Differential effects of a long teacher training internship on students’ learning-to-teach patterns. European Journal of Teacher Education. 38(4). 484–495. 8 indexed citations

14.

Kyndt, Eva, Liesje Coertjens, Tine van Daal, et al.. (2015). The development of students' motivation in the transition from secondary to higher education: A longitudinal study. Learning and Individual Differences. 39. 114–123. 49 indexed citations

15.

Donche, Vincent, Sven De Mæyer, Tine van Daal, et al.. (2015). Competenties kwaliteitsvol beoordelen : brengt een comparatieve aanpak soelaas?. Ghent University Academic Bibliography (Ghent University). 33(2). 55–67. 3 indexed citations

16.

Donche, Vincent, Liesje Coertjens, Tine van Daal, Sven De Mæyer, & Peter Van Petegem. (2014). Understanding differences in student learning and academic achievement in first year higher education: an integrated research perspective. 214–231. 8 indexed citations

17.

Daal, Tine van, Vincent Donche, & Sven De Mæyer. (2013). The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace. Vocations and Learning. 7(1). 21–40. 40 indexed citations

18.

Coertjens, Liesje, Tine van Daal, Vincent Donche, et al.. (2013). Analysing change in learning strategies over time: A comparison of three statistical techniques. Studies In Educational Evaluation. 39(1). 49–55. 6 indexed citations

19.

Donche, Vincent, Sven De Mæyer, Liesje Coertjens, Tine van Daal, & Peter Van Petegem. (2013). Differential use of learning strategies in first‐year higher education: The impact of personality, academic motivation, and teaching strategies. British Journal of Educational Psychology. 83(2). 238–251. 61 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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