Zi Yan

3.5k total citations · 5 hit papers
95 papers, 2.1k citations indexed

About

Zi Yan is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Zi Yan has authored 95 papers receiving a total of 2.1k indexed citations (citations by other indexed papers that have themselves been cited), including 64 papers in Education, 36 papers in Developmental and Educational Psychology and 17 papers in Social Psychology. Recurrent topics in Zi Yan's work include Student Assessment and Feedback (44 papers), Innovative Teaching and Learning Methods (20 papers) and Reflective Practices in Education (20 papers). Zi Yan is often cited by papers focused on Student Assessment and Feedback (44 papers), Innovative Teaching and Learning Methods (20 papers) and Reflective Practices in Education (20 papers). Zi Yan collaborates with scholars based in Hong Kong, China and Australia. Zi Yan's co-authors include Gavin Brown, Trevor G. Bond, Kuen Fung Sin, Moritz Heene, Eric C. K. Cheng, David Carless, Lan Yang, Ronnel B. King, Norman B. Mendoza and Ernesto Panadero and has published in prestigious journals such as Nature, Computers & Education and International Journal of Environmental Research and Public Health.

In The Last Decade

Zi Yan

82 papers receiving 2.0k citations

Hit Papers

5 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.

Self-assessment in the process of self-regulated learning and its relationship with academic achievement

2019 134 citations Zi Yan Assessment & Evaluation in Higher Education profile →
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment

2021 128 citations Zi Yan, Ziqi Li et al. Assessment in Education Principles Policy and Practice profile →
Self-assessment is about more than self: the enabling role of feedback literacy

2021 94 citations Zi Yan, David Carless Assessment & Evaluation in Higher Education profile →
Creation of memory–memory entanglement in a metropolitan quantum network

2024 61 citations Zi Yan et al. profile →
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 — A (Enhanced Table)

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

Name	h						Papers	Cites
Zi Yan Hong Kong	26	1.4k	589	265	203	177	95	2.1k
Naomi Winstone United Kingdom	31	2.5k 1.8×	582 1.0×	204 0.8×	146 0.7×	129 0.7×	77	3.2k
Michael C. Rodriguez United States	24	1.7k 1.2×	846 1.4×	282 1.1×	159 0.8×	226 1.3×	93	3.1k
Jiun‐Yu Wu Taiwan	21	986 0.7×	348 0.6×	239 0.9×	192 0.9×	157 0.9×	40	1.7k
Demei Shen United States	11	969 0.7×	358 0.6×	199 0.8×	190 0.9×	140 0.8×	19	1.7k
Doris Holzberger Germany	20	1.3k 0.9×	399 0.7×	456 1.7×	170 0.8×	301 1.7×	57	2.0k
Nadira Saab Netherlands	26	1.8k 1.3×	817 1.4×	203 0.8×	437 2.2×	177 1.0×	83	2.8k
Katrin Rakoczy Germany	23	1.6k 1.1×	723 1.2×	431 1.6×	140 0.7×	437 2.5×	48	2.2k
Shulin Yu Macao	35	2.2k 1.6×	1.0k 1.7×	199 0.8×	244 1.2×	156 0.9×	126	3.4k
Jennifer Jacobs United States	26	2.3k 1.6×	569 1.0×	172 0.6×	104 0.5×	123 0.7×	88	2.8k
Ross Larsen United States	26	1.2k 0.8×	486 0.8×	329 1.2×	142 0.7×	162 0.9×	81	2.0k

Countries citing papers authored by Zi Yan

Since Specialization

Citations

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

Fields of papers citing papers by Zi Yan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Zi Yan

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

Yan, Zi & Norman B. Mendoza. (2025). Learning and practicing simultaneously: the synergistic effect of online self-assessment diaries and teacher self-assessment instruction on learning and growth mindset. Assessment in Education Principles Policy and Practice. 32(3). 276–298. 1 indexed citations

Wu, Jain-Shing, et al.. (2025). Enhancing mathematics achievement through teacher support: The mediating role of student feedback literacy. The Journal of Educational Research. 118(5). 517–527. 1 indexed citations

Yan, Zi, et al.. (2025). Technology-mediated self-assessment in higher education: A critical review. Contemporary Educational Technology. 17(3). ep588–ep588.

Pastore, Serafina, et al.. (2025). Teacher instructional practices and strategies for student self-assessment. Assessment in Education Principles Policy and Practice. 1–21. 1 indexed citations

Yan, Zi, et al.. (2025). Understanding music teachers’ formative assessment intention and implementation: A Chinese Mainland context. International Journal of Music Education.

Wu, Jain-Shing, et al.. (2024). The perceived teacher support scale (PTSS) for students: Development and psychometric studies. International Journal of Educational Research. 128. 102487–102487. 2 indexed citations

Yan, Zi. (2022). Student Self-Assessment as a Process for Learning. 15 indexed citations

Yan, Zi & Serafina Pastore. (2022). Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale. Journal of Psychoeducational Assessment. 40(5). 592–604. 21 indexed citations

10.

Yan, Zi, et al.. (2021). The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education. 48(1). 1–15. 45 indexed citations

11.

Yan, Zi & David Carless. (2021). Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education. 47(7). 1116–1128. 94 indexed citations breakdown →

12.

Yang, Lan, Ming Ming Chiu, & Zi Yan. (2021). The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective. Educational Psychology. 41(7). 821–824. 19 indexed citations

13.

Wan, Zhi Hong, John Chi‐Kin Lee, Zi Yan, & Po Yuk Ko. (2021). Self-regulatory school climate, group regulation and individual regulatory ability: towards a model integrating three domains of self-regulated learning. Educational Studies. 49(5). 783–798. 5 indexed citations

14.

Yan, Zi, et al.. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education Principles Policy and Practice. 28(3). 228–260. 128 indexed citations breakdown →

15.

Yan, Zi. (2021). Assessment-as-learning in classrooms: the challenges and professional development. Journal of Education for Teaching International Research and Pedagogy. 47(2). 293–295. 16 indexed citations

16.

Yan, Zi, Ming Ming Chiu, & Po Yuk Ko. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education Principles Policy and Practice. 27(5). 562–583. 44 indexed citations

17.

Yan, Zi, et al.. (2019). Student self-assessment: why do they do it?. Educational Psychology. 40(4). 509–532. 44 indexed citations

18.

Basagaña, Xavier, Stephen N. Elliott, Kuen Fung Sin, Zi Yan, & Nedim Yel. (2017). Using Adjustments to Support the Learning and Assessment Needs of Students with Disabilities: Macau and Mainland China Teachers’ Report. International Journal of Disability Development and Education. 65(1). 1–21. 1 indexed citations

19.

Yan, Zi. (2017). The Self-assessment Practices of Hong Kong Secondary Students: Findings with a New Instrument.. PubMed. 17(3). 335–353. 19 indexed citations

20.

Yan, Zi & Kuen Fung Sin. (2013). Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour. International Journal of Inclusive Education. 18(1). 72–85. 101 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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