YoonJung Cho

1.1k total citations
28 papers, 744 citations indexed

About

YoonJung Cho is a scholar working on Social Psychology, Education and Sociology and Political Science. According to data from OpenAlex, YoonJung Cho has authored 28 papers receiving a total of 744 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Social Psychology, 12 papers in Education and 6 papers in Sociology and Political Science. Recurrent topics in YoonJung Cho's work include Motivation and Self-Concept in Sports (8 papers), Education, Achievement, and Giftedness (6 papers) and Grit, Self-Efficacy, and Motivation (5 papers). YoonJung Cho is often cited by papers focused on Motivation and Self-Concept in Sports (8 papers), Education, Achievement, and Giftedness (6 papers) and Grit, Self-Efficacy, and Motivation (5 papers). YoonJung Cho collaborates with scholars based in United States, South Korea and Australia. YoonJung Cho's co-authors include Sungok Serena Shim, Moon‐Heum Cho, Frank W. Wicker, Myoungsook Kim, Taylor W. Acee, Cen Wang, Jerrell C. Cassady, Claire E. Weinstein, Hyunjin Kim and Jung-In Kim and has published in prestigious journals such as Teaching and Teacher Education, Learning and Instruction and Contemporary Educational Psychology.

In The Last Decade

YoonJung Cho

22 papers receiving 675 citations

Peers

YoonJung Cho
Antoine Fischbach Luxembourg
Elisabeth Vogl Germany
Wondimu Ahmed Netherlands
Katarzyna Gogol Germany
Lucia Ronconi Italy
Antonio González Fernández Spain
John Ranellucci Canada
Hanchao Hou China
Miriam Vock Germany
Ronghuan Jiang China
Antoine Fischbach Luxembourg
YoonJung Cho
Citations per year, relative to YoonJung Cho YoonJung Cho (= 1×) peers Antoine Fischbach

Countries citing papers authored by YoonJung Cho

Since Specialization
Citations

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

Fields of papers citing papers by YoonJung Cho

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of YoonJung Cho

This figure shows the co-authorship network connecting the top 25 collaborators of YoonJung Cho. A scholar is included among the top collaborators of YoonJung Cho 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 YoonJung Cho. YoonJung Cho 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
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2.
Shim, Sungok Serena, et al.. (2024). How do Social Achievement Goals Affect Early Adolescents’ Academic Engagement? The Role of Feeling Stressed and Lonely. The Journal of Early Adolescence. 45(6). 673–698.
3.
Kim, Hyunjin, YoonJung Cho, Junyeop Kim, & Minseong Kim. (2023). Exploring school life adaptation according to the type of latent group of social and emotional skills of Korean child and adolescents. Asian Journal of Education. 24(3). 557–585.
4.
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Shim, Sungok Serena, et al.. (2020). Perils of perfectionistic concerns among teachers. Psychology in the Schools. 57(7). 1116–1131. 5 indexed citations
6.
Yang, Yan, et al.. (2019). Development and Initial Validation of Cultural Competence Inventory–Preservice Teachers. Journal of Psychoeducational Assessment. 38(3). 305–320. 7 indexed citations
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8.
Kim, Minseong & YoonJung Cho. (2017). A Longitudinal Relationship between Academic Achievement Goal Orientation and Life Goals: The Mediating Effect of Self-Determined Motivation. Korean Association For Learner-Centered Curriculum And Instruction. 17(14). 393–420.
9.
Lee, Jeonghwa, et al.. (2017). The Moderating Effect of Social Relatedness in the Relationship between Stress and Depression among Adolescents Experiencing School Accidents. Korean Journal of Youth Studies. 24(5). 255–276. 2 indexed citations
10.
Cho, YoonJung, et al.. (2015). An Investigation of the Relationship Among Values, Self-Concepts, and Behavioral Self-Regulated Learning Strategies. 53(2). 107–137. 1 indexed citations
11.
Cho, YoonJung, et al.. (2015). College Student Motivation to Lead in Relation to Basic Psychological Need Satisfaction and Leadership Self-Efficacy. Journal of college student development. 56(1). 32–44. 25 indexed citations
12.
Strunk, Kamden K., et al.. (2013). Development and validation of a 2×2 model of time-related academic behavior: Procrastination and timely engagement. Learning and Individual Differences. 25. 35–44. 53 indexed citations
13.
Cho, YoonJung & Sungok Serena Shim. (2013). Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacy. Teaching and Teacher Education. 32. 12–21. 96 indexed citations
14.
Cho, Moon‐Heum & YoonJung Cho. (2013). Instructor scaffolding for interaction and students' academic engagement in online learning: Mediating role of perceived online class goal structures. The Internet and Higher Education. 21. 25–30. 81 indexed citations
15.
Acee, Taylor W., YoonJung Cho, Jung-In Kim, & Claire E. Weinstein. (2012). Relationships among properties of college students’ self-set academic goals and academic achievement. Educational Psychology. 32(6). 681–698. 21 indexed citations
16.
Shim, Sungok Serena, YoonJung Cho, & Cen Wang. (2012). Classroom goal structures, social achievement goals, and adjustment in middle school. Learning and Instruction. 23. 69–77. 73 indexed citations
17.
Cho, YoonJung, et al.. (2011). Exploring teaching concerns and characteristics of graduate teaching assistants. Teaching in Higher Education. 16(3). 267–279. 39 indexed citations
18.
Kim, Myoungsook, YoonJung Cho, & Marilla D. Svinicki. (2011). Exploring the Relationship between Faculty Concerns and Faculty Characteristics.. ˜The œjournal of faculty development. 25(3). 13–20.
19.
Yang, Yan, et al.. (2011). College Student Effort Expenditure in Online Versus Face-to-Face Courses. Journal of Advanced Academics. 22(4). 619–638. 17 indexed citations
20.
Cho, YoonJung, Claire E. Weinstein, & Frank W. Wicker. (2011). Perceived competence and autonomy as moderators of the effects of achievement goal orientations. Educational Psychology. 31(4). 393–411. 51 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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