Tzung‐Jin Lin

2.0k total citations · 2 hit papers
34 papers, 1.3k citations indexed

About

Tzung‐Jin Lin is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Tzung‐Jin Lin has authored 34 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Developmental and Educational Psychology, 22 papers in Education and 9 papers in Experimental and Cognitive Psychology. Recurrent topics in Tzung‐Jin Lin's work include Educational Strategies and Epistemologies (18 papers), Science Education and Pedagogy (14 papers) and Education and Critical Thinking Development (10 papers). Tzung‐Jin Lin is often cited by papers focused on Educational Strategies and Epistemologies (18 papers), Science Education and Pedagogy (14 papers) and Education and Critical Thinking Development (10 papers). Tzung‐Jin Lin collaborates with scholars based in Taiwan, Singapore and Canada. Tzung‐Jin Lin's co-authors include Chin‐Chung Tsai, Thomas K. F. Chiu, Tzu‐Chiang Lin, Henry Been‐Lirn Duh, Nai Li, Kirsti Lonka, Ching Sing Chai, Patrice Potvin, Min‐Hsien Lee and Aik‐Ling Tan and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Frontiers in Psychology.

In The Last Decade

Tzung‐Jin Lin

33 papers receiving 1.3k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Motivating Online Learning: The Challenges of COVID-19 and Beyond

2021 148 citations Thomas K. F. Chiu, Tzung‐Jin Lin et al. The Asia-Pacific Education Researcher profile →
A scoping review on how generative artificial intelligence transforms assessment in higher education

2024 86 citations Qi Xia, Xiaojing Weng et al. International Journal of Educational Technology in Higher Education profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Tzung‐Jin Lin Taiwan	19	682	448	277	216	181	34	1.3k
Katja Buntins Germany	13	660 1.0×	240 0.5×	274 1.0×	156 0.7×	151 0.8×	24	1.3k
Tina A. Grotzer United States	20	622 0.9×	608 1.4×	270 1.0×	296 1.4×	157 0.9×	54	1.4k
Eleni Α. Kyza Cyprus	18	760 1.1×	763 1.7×	283 1.0×	316 1.5×	83 0.5×	48	1.6k
M. Shane Tutwiler United States	15	313 0.5×	307 0.7×	248 0.9×	273 1.3×	121 0.7×	29	907
Ying‐Shao Hsu Taiwan	27	1.4k 2.0×	768 1.7×	495 1.8×	191 0.9×	76 0.4×	87	2.1k
Wim Westera Netherlands	22	475 0.7×	662 1.5×	232 0.8×	126 0.6×	155 0.9×	83	1.5k
Andri Ioannou Cyprus	21	690 1.0×	502 1.1×	359 1.3×	96 0.4×	180 1.0×	108	1.7k
Hsiao‐Ching She Taiwan	27	1.2k 1.7×	920 2.1×	161 0.6×	71 0.3×	234 1.3×	71	1.9k
Victor R. Lee United States	23	626 0.9×	623 1.4×	233 0.8×	90 0.4×	121 0.7×	112	1.7k
Insook Han United States	14	400 0.6×	210 0.5×	317 1.1×	113 0.5×	85 0.5×	35	1.1k

Countries citing papers authored by Tzung‐Jin Lin

Since Specialization

Citations

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

Fields of papers citing papers by Tzung‐Jin Lin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tzung‐Jin Lin

This figure shows the co-authorship network connecting the top 25 collaborators of Tzung‐Jin Lin. A scholar is included among the top collaborators of Tzung‐Jin 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 Tzung‐Jin Lin. Tzung‐Jin Lin 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:

20 of 20 papers shown

Lin, Tzung‐Jin, Tzu‐Chiang Lin, Patrice Potvin, & Chin‐Chung Tsai. (2024). Research trends in science education from 2018 to 2022: a systematic content analysis of publications in selected journals. International Journal of Science Education. 47(4). 510–538. 4 indexed citations

Xia, Qi, Xiaojing Weng, Fan Ouyang, Tzung‐Jin Lin, & Thomas K. F. Chiu. (2024). A scoping review on how generative artificial intelligence transforms assessment in higher education. International Journal of Educational Technology in Higher Education. 21(1). 86 indexed citations breakdown →

Potvin, Patrice, Abdelkrim Hasni, Jonathan Smith, et al.. (2022). Development and Validation of a Questionnaire to Assess Situational Interest in a Science Period: a Study in Three Cultural/Linguistic Contexts. Research in Science Education. 53(1). 99–120. 7 indexed citations

Lin, Tzung‐Jin, et al.. (2022). Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy. The Internet and Higher Education. 56. 100893–100893. 23 indexed citations

Chiu, Thomas K. F., Ching Sing Chai, Paul J. Williams, & Tzung‐Jin Lin. (2021). Teacher Professional Development on Self-Determination Theory–Based Design Thinking in STEM Education. SHILAP Revista de lepidopterología. 49 indexed citations

Lin, Tzung‐Jin. (2021). High school students’ epistemic knowledge profiles and their multifaceted learning engagement in science. Research in Science & Technological Education. 41(3). 1088–1100. 3 indexed citations

Chiu, Thomas K. F., Tzung‐Jin Lin, & Kirsti Lonka. (2021). Motivating Online Learning: The Challenges of COVID-19 and Beyond. The Asia-Pacific Education Researcher. 30(3). 187–190. 148 indexed citations breakdown →

Wu, Ching‐Lin, Tzung‐Jin Lin, Guo‐Li Chiou, et al.. (2021). A Systematic Review of MRI Neuroimaging for Education Research. Frontiers in Psychology. 12. 617599–617599. 13 indexed citations

Lin, Tzung‐Jin, et al.. (2021). Development of a lunar-phase learning system based on holographic projection technology. 386–388. 3 indexed citations

10.

Chang, Hsin‐Yi, Tzung‐Jin Lin, Min‐Hsien Lee, et al.. (2020). A systematic review of trends and findings in research employing drawing assessment in science education. Studies in Science Education. 56(1). 77–110. 55 indexed citations

11.

Lin, Tzung‐Jin, Tzu‐Chiang Lin, Patrice Potvin, & Chin‐Chung Tsai. (2018). Research trends in science education from 2013 to 2017: a systematic content analysis of publications in selected journals. International Journal of Science Education. 41(3). 367–387. 90 indexed citations

12.

Lin, Tzung‐Jin & Chin‐Chung Tsai. (2017). Developing instruments concerning scientific epistemic beliefs and goal orientations in learning science: a validation study. International Journal of Science Education. 39(17). 2382–2401. 22 indexed citations

13.

Lin, Tzung‐Jin, et al.. (2016). The conceptions of learning science by laboratory among university science-major students: qualitative and quantitative analyses. Research in Science & Technological Education. 34(3). 359–377. 14 indexed citations

14.

Lin, Tzung‐Jin, et al.. (2014). Cross-Cultural Comparisons of Undergraduate Student Views of the Nature of Science. International Journal of Science Education. 36(10). 1685–1709. 7 indexed citations

15.

Lin, Tzung‐Jin, et al.. (2014). Identifying Taiwanese University Students’ Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy. Research in Science Education. 45(4). 605–624. 31 indexed citations

16.

Lin, Tzung‐Jin, Aik‐Ling Tan, & Chin‐Chung Tsai. (2013). A Cross-Cultural Comparison of Singaporean and Taiwanese Eighth Graders' Science Learning Self-Efficacy from a Multi-Dimensional Perspective. International Journal of Science Education. 35(7). 1083–1109. 29 indexed citations

17.

Lin, Tzung‐Jin, Min‐Hsien Lee, & Chin‐Chung Tsai. (2013). The Commonalities and Dissonances Between High-School Students' and Their Science Teachers' Conceptions of Science Learning and Conceptions of Science Assessment: A Taiwanese sample study. International Journal of Science Education. 36(3). 382–405. 10 indexed citations

18.

Lee, Min‐Hsien, Tzung‐Jin Lin, & Chin‐Chung Tsai. (2013). Proving or Improving Science Learning? Understanding High School Students’ Conceptions of Science Assessment in Taiwan. Science Education. 97(2). 244–270. 13 indexed citations

19.

Lin, Tzung‐Jin, et al.. (2013). An initial examination of Singaporean seventh and eighth graders’ views of nature of science. Research in Science & Technological Education. 31(2). 117–132. 7 indexed citations

20.

Lin, Tzung‐Jin, Feng Deng, Ching Sing Chai, & Chin‐Chung Tsai. (2012). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development. 33(1). 37–47. 49 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.

Explore authors with similar magnitude of impact