Tzu‐Jung Lin

1.8k total citations
81 papers, 1.1k citations indexed

About

Tzu‐Jung Lin is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Tzu‐Jung Lin has authored 81 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 58 papers in Education, 37 papers in Developmental and Educational Psychology and 13 papers in Social Psychology. Recurrent topics in Tzu‐Jung Lin's work include Innovative Teaching and Learning Methods (21 papers), Early Childhood Education and Development (21 papers) and Parental Involvement in Education (17 papers). Tzu‐Jung Lin is often cited by papers focused on Innovative Teaching and Learning Methods (21 papers), Early Childhood Education and Development (21 papers) and Parental Involvement in Education (17 papers). Tzu‐Jung Lin collaborates with scholars based in United States, Taiwan and China. Tzu‐Jung Lin's co-authors include Laura M. Justice, Kelly M. Purtell, Jing Chen, Jessica A. R. Logan, Richard C. Anderson, Hui Jiang, Brook E. Sawyer, Michael Glassman, Kim Nguyen‐Jahiel and Brian Miller and has published in prestigious journals such as PLoS ONE, Child Development and Psychological Science.

In The Last Decade

Tzu‐Jung Lin

76 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Tzu‐Jung Lin United States 22 779 486 214 149 102 81 1.1k
Juliet E. Hart United States 16 906 1.2× 445 0.9× 189 0.9× 118 0.8× 55 0.5× 36 1.2k
Alysia D. Roehrig United States 16 677 0.9× 503 1.0× 130 0.6× 59 0.4× 88 0.9× 38 1.1k
Sabine Weinert Germany 22 1.3k 1.7× 845 1.7× 300 1.4× 162 1.1× 106 1.0× 89 1.9k
Rebecca A. Dore United States 16 797 1.0× 422 0.9× 173 0.8× 266 1.8× 134 1.3× 47 1.2k
Paul Conway Ireland 17 675 0.9× 166 0.3× 95 0.4× 146 1.0× 111 1.1× 50 992
Peter Westwood Australia 22 972 1.2× 459 0.9× 150 0.7× 132 0.9× 60 0.6× 85 1.4k
Susanna Siu‐sze Yeung Hong Kong 20 278 0.4× 443 0.9× 140 0.7× 99 0.7× 230 2.3× 73 958
Dionne Cross Francis United States 16 972 1.2× 335 0.7× 79 0.4× 126 0.8× 267 2.6× 50 1.2k
Yen M. To United States 8 529 0.7× 445 0.9× 103 0.5× 136 0.9× 111 1.1× 16 884

Countries citing papers authored by Tzu‐Jung Lin

Since Specialization
Citations

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

Fields of papers citing papers by Tzu‐Jung Lin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tzu‐Jung Lin. 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 Tzu‐Jung Lin. The network helps show where Tzu‐Jung Lin may publish in the future.

Co-authorship network of co-authors of Tzu‐Jung Lin

This figure shows the co-authorship network connecting the top 25 collaborators of Tzu‐Jung Lin. A scholar is included among the top collaborators of Tzu‐Jung Lin 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 Tzu‐Jung Lin. Tzu‐Jung Lin 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.
Glassman, Michael, et al.. (2025). The roles of technology efficacy and networking agency in elementary students' engagement in online and face‐to‐face technology‐mediated learning. British Journal of Educational Technology. 56(6). 2623–2646. 1 indexed citations
2.
Lin, Tzu‐Jung, et al.. (2025). Using immersive civic discussion to cultivate civic purpose in elementary schools during politically volatile times. Theory Into Practice. 64(2). 210–222. 1 indexed citations
3.
Lin, Tzu‐Jung, et al.. (2024). Classroom social hierarchy and associations between children's behavioral control and peer relationships. Journal of Applied Developmental Psychology. 94. 101698–101698.
4.
5.
Brady, Anna C., Christopher A. Wolters, Penny A. Pasque, Shirley L. Yu, & Tzu‐Jung Lin. (2024). Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes. Active Learning in Higher Education. 26(3). 557–573. 2 indexed citations
6.
Lin, Tzu‐Jung, et al.. (2024). Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies. Journal of Research on Adolescence. 35(1). e12971–e12971. 2 indexed citations
7.
Chen, Jing, et al.. (2023). Linkages between cognitive and social dialogue patterns during collaborative small-group discussions. Learning and Instruction. 87. 101795–101795. 9 indexed citations
8.
Jiang, Hui, et al.. (2023). Peer experiences in the preschool classroom: Contribution to children's academic development. Journal of Applied Developmental Psychology. 86. 101542–101542. 8 indexed citations
9.
Lin, Tzu‐Jung, et al.. (2023). The influence of classroom language contexts on dual language learners’ language development.. Journal of Educational Psychology. 115(6). 877–890. 3 indexed citations
10.
Justice, Laura M., et al.. (2023). Big little leap: The role of transition difficulties in children's skill development during kindergarten. Early Childhood Research Quarterly. 67. 139–147. 1 indexed citations
11.
Lin, Tzu‐Jung, et al.. (2023). Linking knowledge justification with peers to the learning of social perspective taking. Journal of Moral Education. 53(2). 321–341. 6 indexed citations
12.
13.
Lin, Tzu‐Jung, et al.. (2022). The Influence of Context on the Abstraction Level of Children’s Conversations in the Preschool Classroom. Early Education and Development. 34(3). 705–724. 2 indexed citations
14.
Justice, Laura M., et al.. (2022). Classrooms are Complex Host Environments: An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology. Early Education and Development. 34(4). 979–1009. 3 indexed citations
15.
Singletary, Britt, et al.. (2022). Parent time investments in their children's learning during a policy-mandated shutdown: parent, child, and household influences. Early Childhood Research Quarterly. 60. 250–261. 5 indexed citations
16.
Chen, Jing, Hui Jiang, Laura M. Justice, et al.. (2020). Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years. Frontiers in Psychology. 11. 586991–586991. 29 indexed citations
17.
Justice, Laura M., et al.. (2019). The preschool classroom linguistic environment: Children’s first-person experiences. PLoS ONE. 14(8). e0220227–e0220227. 27 indexed citations
18.
Miller, Brian, et al.. (2018). Instructional discourse and argumentative writing. International Journal of Educational Research. 90. 234–247. 22 indexed citations
19.
Chen, Jing, Tzu‐Jung Lin, Laura M. Justice, & Brook E. Sawyer. (2017). The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms. Journal of Autism and Developmental Disorders. 49(7). 2779–2794. 56 indexed citations
20.
Miller, Brian, et al.. (2014). The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth. Learning and Instruction. 33. 67–80. 19 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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Breakdown of academic impact, for papers by Juliet E. Hart Breakdown of academic impact, for papers by Alysia D. Roehrig Breakdown of academic impact, for papers by Sabine Weinert Breakdown of academic impact, for papers by Rebecca A. Dore Breakdown of academic impact, for papers by Paul Conway Breakdown of academic impact, for papers by Peter Westwood Breakdown of academic impact, for papers by Susanna Siu‐sze Yeung Breakdown of academic impact, for papers by Dionne Cross Francis Breakdown of academic impact, for papers by Yen M. To
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2026