Yin‐kum Law

621 total citations
14 papers, 450 citations indexed

About

Yin‐kum Law is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Yin‐kum Law has authored 14 papers receiving a total of 450 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 11 papers in Developmental and Educational Psychology and 2 papers in Experimental and Cognitive Psychology. Recurrent topics in Yin‐kum Law's work include Innovative Teaching and Learning Methods (6 papers), Educational Strategies and Epistemologies (5 papers) and Parental Involvement in Education (4 papers). Yin‐kum Law is often cited by papers focused on Innovative Teaching and Learning Methods (6 papers), Educational Strategies and Epistemologies (5 papers) and Parental Involvement in Education (4 papers). Yin‐kum Law collaborates with scholars based in Hong Kong. Yin‐kum Law's co-authors include Shui‐fong Lam, Carol K. K. Chan, John Sachs, Chok Hang Yeung, Wilbert Law, Yao Kong, J. C. Hwang, M. Phil, Y. M. Cheung and Kam K.H. Ng and has published in prestigious journals such as Teaching and Teacher Education, British Journal of Educational Psychology and Educational Psychology.

In The Last Decade

Yin‐kum Law

14 papers receiving 394 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Yin‐kum Law Hong Kong	10	260	256	79	55	52	14	450
Mirjam Steffensky Germany	11	170 0.7×	463 1.8×	63 0.8×	63 1.1×	34 0.7×	35	549
Katharina Kiemer Germany	7	174 0.7×	379 1.5×	62 0.8×	69 1.3×	22 0.4×	10	481
Christopher Lange South Korea	13	162 0.6×	311 1.2×	132 1.7×	30 0.5×	92 1.8×	38	502
Li‐Jen Kuo United States	12	313 1.2×	286 1.1×	50 0.6×	15 0.3×	71 1.4×	21	510
Christian Förtsch Germany	13	245 0.9×	389 1.5×	69 0.9×	103 1.9×	33 0.6×	32	501
Angela McRae United States	4	351 1.4×	351 1.4×	105 1.3×	74 1.3×	55 1.1×	5	565
Roselan Baki Malaysia	11	151 0.6×	155 0.6×	35 0.4×	23 0.4×	71 1.4×	43	329
Emilia Ferreiro Mexico	9	285 1.1×	287 1.1×	39 0.5×	13 0.2×	31 0.6×	15	494
Heui‐Baik Kim South Korea	10	122 0.5×	405 1.6×	79 1.0×	60 1.1×	52 1.0×	69	589
Mareike Kobarg Germany	7	140 0.5×	463 1.8×	62 0.8×	65 1.2×	16 0.3×	10	552

Countries citing papers authored by Yin‐kum Law

Since Specialization

Citations

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

Fields of papers citing papers by Yin‐kum Law

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Yin‐kum Law. 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 Yin‐kum Law. The network helps show where Yin‐kum Law may publish in the future.

Co-authorship network of co-authors of Yin‐kum Law

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

All Works

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14 of 14 papers shown

Law, Yin‐kum, et al.. (2016). Enhancing peer acceptance of children with learning difficulties: classroom goal orientation and effects of a storytelling programme with drama techniques. Educational Psychology. 37(5). 537–549. 15 indexed citations

Law, Yin‐kum. (2013). The role of structured cooperative learning groups for enhancing Chinese primary students’ reading comprehension. Educational Psychology. 34(4). 470–494. 14 indexed citations

Law, Yin‐kum. (2010). The role of teachers’ cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension. Teaching and Teacher Education. 27(1). 73–84. 22 indexed citations

Law, Yin‐kum. (2010). The effects of cooperative learning on enhancing Hong Kong fifth graders' achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading. 34(4). 402–425. 70 indexed citations

Law, Yin‐kum. (2009). The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension. Educational Research. 51(1). 77–95. 62 indexed citations

Lam, Shui‐fong, et al.. (2009). Classroom discourse analysis and educational outcomes in the era of education reform. British Journal of Educational Psychology. 79(4). 617–641. 9 indexed citations

Lam, Shui‐fong & Yin‐kum Law. (2008). Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in an era of education reform. Asia Pacific Journal of Education. 28(2). 177–187. 7 indexed citations

Law, Yin‐kum. (2008). The Relationship between Extrinsic Motivation, Home Literacy, Classroom Instructional Practices, and Reading Proficiency in Second-Grade Chinese Children. Research in Education. 80(1). 37–51. 43 indexed citations

Law, Yin‐kum. (2008). Chinese children's constructive activity and text comprehension. Journal of Research in Reading. 31(4). 379–403. 2 indexed citations

10.

Law, Yin‐kum, Carol K. K. Chan, & John Sachs. (2008). Beliefs about learning, self‐regulated strategies and text comprehension among Chinese children. British Journal of Educational Psychology. 78(1). 51–73. 75 indexed citations

11.

Law, Yin‐kum. (2008). Effects of cooperative learning on second graders’ learning from text. Educational Psychology. 28(5). 567–582. 22 indexed citations

12.

Lam, Shui‐fong & Yin‐kum Law. (2007). The Roles of Instructional Practices and Motivation in Writing Performance. The Journal of Experimental Education. 75(2). 145–164. 67 indexed citations

13.

Sachs, John, Yin‐kum Law, & Carol K. K. Chan. (2002). AN ANALYSIS OF THE RELATIONSHIP BETWEEN THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE AND THE LEARNING PROCESS QUESTIONNAIRE. PSYCHOLOGIA. 45(3). 193–203. 9 indexed citations

14.

Kong, Yao, H.W. Yeung, Y. M. Cheung, et al.. (1976). Isolation of the Uterotonic Principle from Leonurus Artemisia, the Chinese Motherwort. The American Journal of Chinese Medicine. 4(4). 373–382. 33 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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