Ying Zhan

1.4k total citations · 1 hit paper
52 papers, 860 citations indexed

About

Ying Zhan is a scholar working on Education, Developmental and Educational Psychology and Language and Linguistics. According to data from OpenAlex, Ying Zhan has authored 52 papers receiving a total of 860 indexed citations (citations by other indexed papers that have themselves been cited), including 43 papers in Education, 15 papers in Developmental and Educational Psychology and 8 papers in Language and Linguistics. Recurrent topics in Ying Zhan's work include Student Assessment and Feedback (21 papers), Evaluation of Teaching Practices (9 papers) and Science Education and Pedagogy (9 papers). Ying Zhan is often cited by papers focused on Student Assessment and Feedback (21 papers), Evaluation of Teaching Practices (9 papers) and Science Education and Pedagogy (9 papers). Ying Zhan collaborates with scholars based in Hong Kong, China and Macao. Ying Zhan's co-authors include Zhi Hong Wan, Wing Mui Winnie So, Stephen Andrews, Zi Yan, Daner Sun, Mark Feng Teng, Cheuk‐Fai Chow, Chi Chiu Cheang, Siu Ling Wong and Junjun Chen and has published in prestigious journals such as Nanoscale, Computers & Education and Educational Psychology Review.

In The Last Decade

Ying Zhan

48 papers receiving 827 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.

Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence

2025 27 citations Ying Zhan, Zi Yan Assessment & Evaluation in Higher Education profile →

Peers

Ying Zhan

EDUCA

DEP

CSA

April Luehmann United States

Anna Espasa Spain

Zhi Hong Wan Hong Kong

Annika Lantz-Andersson Sweden

Steven J. Zuiker United States

Eugene Judson United States

Leslie Rupert Herrenkohl United States

Aik‐Ling Tan Singapore

Karen Goodnough Canada

David Leat United Kingdom

April Luehmann United States

Ying Zhan

767 ×1.3

EDUCA

325 ×1.4

DEP

54 ×0.6

CSA

25 ×0.3

75 ×0.9

Citations per year, relative to Ying Zhan Ying Zhan (= 1×) peers April Luehmann

Countries citing papers authored by Ying Zhan

Since Specialization

Citations

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

Fields of papers citing papers by Ying Zhan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ying Zhan

This figure shows the co-authorship network connecting the top 25 collaborators of Ying Zhan. A scholar is included among the top collaborators of Ying Zhan 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 Ying Zhan. Ying Zhan 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

Zhan, Ying, David Boud, Phillip Dawson, & Zi Yan. (2025). Generative artificial intelligence as an enabler of student feedback engagement: a framework. Higher Education Research & Development. 44(5). 1289–1304. 8 indexed citations

Zhan, Ying & Zi Yan. (2025). Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence. Assessment & Evaluation in Higher Education. 1–14. 27 indexed citations breakdown →

Zhan, Ying & Mark Feng Teng. (2025). Testing the interplay among peer feedback, self-regulation, and writing performance: a cross-lagged analysis. Language Testing in Asia. 15(1).

Zhan, Ying, Wing Mui Winnie So, Daner Sun, & Zi Yan. (2024). Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ online assessment practices in changing time. Research and Practice in Technology Enhanced Learning. 19. 33–33. 1 indexed citations

Li, Yong, Tao Zhu, Ying Zhan, et al.. (2024). A ROS storm generating nanocomposite for enhanced chemodynamic therapy through H₂O₂ self-supply, GSH depletion and calcium overload. Nanoscale. 16(17). 8479–8494. 7 indexed citations

Sun, Daner, et al.. (2023). Empowering students'engineering thinking: An empirical study of integrating engineering into science class at junior secondary schools. Thinking Skills and Creativity. 49. 101364–101364. 10 indexed citations

Zhan, Ying, Zi Yan, Zhi Hong Wan, et al.. (2023). Effects of online peer assessment on higher‐order thinking: A meta‐analysis. British Journal of Educational Technology. 54(4). 817–835. 30 indexed citations

Yan, Zi, et al.. (2023). A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation. Educational Psychology Review. 35(3). 21 indexed citations

Wan, Zhi Hong, Ying Zhan, & Yanan Zhang. (2023). Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science. Science Education. 108(1). 3–24. 6 indexed citations

10.

Wan, Zhi Hong, Wing Mui Winnie So, & Ying Zhan. (2023). Correction to: Investigating the Effects of Design‑Based STEM Learning on Primary Students’ STEM Creativity and Epistemic Beliefs. International Journal of Science and Mathematics Education. 22(7). 1637–1637.

11.

Wan, Zhi Hong, Wing Mui Winnie So, & Ying Zhan. (2023). Investigating the Effects of Design-Based STEM Learning on Primary Students’ STEM Creativity and Epistemic Beliefs. International Journal of Science and Mathematics Education. 21(S1). 87–108. 11 indexed citations

12.

Chen, Junjun, et al.. (2023). A Scope Review of the Teacher Well-being Research Between 1968 and 2021. The Asia-Pacific Education Researcher. 33(1). 171–186. 32 indexed citations

13.

Wan, Zhi Hong, et al.. (2022). For harmony and democracy: Secondary students’ views on the value of developing critical thinking in a Confucian heritage context. Thinking Skills and Creativity. 44. 101031–101031. 3 indexed citations

14.

Wan, Zhi Hong, Wing Mui Winnie So, & Ying Zhan. (2020). Developing and Validating a Scale of STEM Project-Based Learning Experience. Research in Science Education. 52(2). 599–615. 28 indexed citations

15.

Zhan, Ying. (2020). What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context. Assessment & Evaluation in Higher Education. 46(4). 615–630. 39 indexed citations

16.

Wan, Zhi Hong, et al.. (2020). STEM Education in Early Childhood: A Review of Empirical Studies. Early Education and Development. 32(7). 940–962. 97 indexed citations

17.

Zhan, Ying, et al.. (2018). Developing elementary school children’s water conversation action competence: a case study in China. International Journal of Early Years Education. 27(3). 287–305. 18 indexed citations

18.

Zhan, Ying, et al.. (2017). Students’ beliefs and experiences of interdisciplinary learning. Asia Pacific Journal of Education. 37(3). 375–388. 9 indexed citations

19.

Zhan, Ying & Zhi Hong Wan. (2015). College Students’ Possible L2 Self Development in an EFL Context during the Transition Year. English Language Teaching. 9(1). 41–41. 5 indexed citations

20.

Zhan, Ying & Stephen Andrews. (2013). Washback effects from a high-stakes examination on out-of-class English learning: insights from possible self theories. Assessment in Education Principles Policy and Practice. 21(1). 71–89. 55 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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