Tjaart Imbos

786 total citations
19 papers, 539 citations indexed

About

Tjaart Imbos is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Tjaart Imbos has authored 19 papers receiving a total of 539 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 8 papers in Statistics and Probability and 6 papers in Developmental and Educational Psychology. Recurrent topics in Tjaart Imbos's work include Statistics Education and Methodologies (8 papers), Innovative Teaching and Learning Methods (6 papers) and Visual and Cognitive Learning Processes (5 papers). Tjaart Imbos is often cited by papers focused on Statistics Education and Methodologies (8 papers), Innovative Teaching and Learning Methods (6 papers) and Visual and Cognitive Learning Processes (5 papers). Tjaart Imbos collaborates with scholars based in Netherlands. Tjaart Imbos's co-authors include Martijn P. F. Berger, Nick J. Broers, Cees van der Vleuten, Luc Budé, Arie Hasman, Ruud J.G. Halfens, Jimmie Leppink, Margaretha W. J. van de Wiel, Ilse Mesters and J.F.A. Pruyn and has published in prestigious journals such as Psychosomatic Medicine, Journal of Advanced Nursing and Learning and Instruction.

In The Last Decade

Tjaart Imbos

19 papers receiving 501 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tjaart Imbos Netherlands	13	169	103	95	82	81	19	539
Lynn Wilss Australia	15	305 1.8×	82 0.8×	134 1.4×	77 0.9×	65 0.8×	30	523
Hripsime A. Kalaian United States	8	107 0.6×	74 0.7×	36 0.4×	61 0.7×	52 0.6×	8	565
Maureen A. McCarthy United States	13	235 1.4×	69 0.7×	91 1.0×	38 0.5×	27 0.3×	38	551
Ching‐Lin Shih Taiwan	13	95 0.6×	24 0.2×	69 0.7×	60 0.7×	63 0.8×	23	513
Martina Bientzle Germany	12	105 0.6×	62 0.6×	133 1.4×	96 1.2×	82 1.0×	38	465
Ida Marais Australia	12	127 0.8×	48 0.5×	50 0.5×	65 0.8×	42 0.5×	34	702
Judy Huei-yu Wang United States	12	256 1.5×	90 0.9×	255 2.7×	91 1.1×	27 0.3×	26	781
Leo J. Th. van der Kamp Netherlands	10	86 0.5×	27 0.3×	49 0.5×	69 0.8×	27 0.3×	13	597
Barbara Ann Graves United States	12	184 1.1×	47 0.5×	103 1.1×	35 0.4×	11 0.1×	47	683
Joshua A. McGrane Australia	12	277 1.6×	171 1.7×	112 1.2×	169 2.1×	14 0.2×	33	937

Countries citing papers authored by Tjaart Imbos

Since Specialization

Citations

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

Fields of papers citing papers by Tjaart Imbos

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tjaart Imbos

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

All Works

Sort: Min cites: Since: Top N: Style:

19 of 19 papers shown

Aalbers, Marlien W., et al.. (2013). Why should I prepare? a mixed method study exploring the motives of medical undergraduate students to prepare for clinical skills training sessions. BMC Medical Education. 13(1). 27–27. 12 indexed citations

Leppink, Jimmie, Nick J. Broers, Tjaart Imbos, Cees van der Vleuten, & Martijn P. F. Berger. (2013). The Effect of Guidance in Problem-Based Learning of Statistics. The Journal of Experimental Education. 82(3). 391–407. 13 indexed citations

Leppink, Jimmie, Nick J. Broers, Tjaart Imbos, Cees van der Vleuten, & Martijn P. F. Berger. (2013). The effectiveness of propositional manipulation as a lecturing method in the statistics knowledge domain. Instructional Science. 41(6). 1127–1140. 3 indexed citations

Leppink, Jimmie, Nick J. Broers, Tjaart Imbos, Cees van der Vleuten, & Martijn P. F. Berger. (2012). Prior knowledge moderates instructional effects on conceptual understanding of statistics. Educational Research and Evaluation. 18(1). 37–51. 15 indexed citations

Budé, Luc, Margaretha W. J. van de Wiel, Tjaart Imbos, & Martijn P. F. Berger. (2011). The effect of guiding questions on students’ performance and attitude towards statistics. British Journal of Educational Psychology. 82(2). 340–359. 7 indexed citations

Leppink, Jimmie, Nick J. Broers, Tjaart Imbos, Cees van der Vleuten, & Martijn P. F. Berger. (2011). Self-explanation in the domain of statistics: an expertise reversal effect. Higher Education. 63(6). 771–785. 26 indexed citations

Leppink, Jimmie, Nick J. Broers, Tjaart Imbos, Cees van der Vleuten, & Martijn P. F. Berger. (2011). Exploring Task- and Student-Related Factors in the Method of Propositional Manipulation (MPM). Journal of Statistics Education. 19(1). 72 indexed citations

Budé, Luc, Margaretha W. J. van de Wiel, Tjaart Imbos, & Martijn P. F. Berger. (2010). The effect of directive tutor guidance on students' conceptual understanding of statistics in problem‐based learning. British Journal of Educational Psychology. 81(2). 309–324. 24 indexed citations

Budé, Luc, Tjaart Imbos, Margaretha W. J. van de Wiel, & Martijn P. F. Berger. (2010). The effect of distributed practice on students’ conceptual understanding of statistics. Higher Education. 62(1). 69–79. 44 indexed citations

10.

Budé, Luc, et al.. (2008). The effect of directive tutor guidance in problem-based learning of statistics on students’ perceptions and achievement. Higher Education. 57(1). 23–36. 33 indexed citations

11.

Budé, Luc, Margaretha W. J. van de Wiel, Tjaart Imbos, et al.. (2007). STUDENTS’ ACHIEVEMENTS IN A STATISTICS COURSE IN RELATION TO MOTIVATIONAL ASPECTS AND STUDY BEHAVIOUR. Statistics Education Research Journal. 6(1). 5–21. 33 indexed citations

12.

Imbos, Tjaart. (2007). Thoughts about the development of tools for cognitive diagnosis of students’ writings in an e-learning environment. 1 indexed citations

13.

Imbos, Tjaart, et al.. (2006). A TOOL FOR COLLABORATIVE KNOWLEDGE-BUILDING IN STATISTICS EDUCATION. 2 indexed citations

14.

Broers, Nick J. & Tjaart Imbos. (2005). Charting and manipulating propositions as methods to promote self-explanation in the study of statistics. Learning and Instruction. 15(6). 517–538. 20 indexed citations

15.

Martens, Rob, et al.. (1999). The Innovative Use of ICT in Methodology and Statistics Education.. 3(1). 85–101. 1 indexed citations

16.

Mesters, Ilse, et al.. (1997). Openness to Discuss Cancer in the Nuclear Family. Psychosomatic Medicine. 59(3). 269–279. 96 indexed citations

17.

Halfens, Ruud J.G., et al.. (1994). Likert or Rasch? Nothing is more applicable than good theory. Journal of Advanced Nursing. 20(1). 196–201. 103 indexed citations

18.

Kraan, Herro F., et al.. (1990). To what extent are medical interviewing skills teachable?. Medical Teacher. 12(3-4). 315–328. 30 indexed citations

19.

Cohen‐Schotanus, Janke, et al.. (1984). [Medical knowledge in students from various medical schools: being served with the same sauce?].. PubMed. 128(19). 917–21. 4 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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