L. Stankov
Experimental and Cognitive Psychology · 2000–2018
A researcher in the Science corpus: 15 papers; trusts 24 researchers and is trusted by 31 researchers here, as inferred from the citation graph.
Subfields
- Experimental and Cognitive Psychology — 75 citations into it; #536 of 9,731 by trust here, #807 by citations
- Social Psychology — 62 citations into it; #2,104 of 15,694 by trust here, #3,781 by citations
- Education — 59 citations into it; #2,263 of 11,309 by trust here, #2,617 by citations
- Developmental and Educational Psychology — 22 citations into it; #1,736 of 8,223 by trust here, #1,708 by citations
- Clinical Psychology — 18 citations into it
- Safety Research — 17 citations into it
- Applied Psychology — 12 citations into it
- Sociology and Political Science — 11 citations into it
Whom L. Stankov trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- Jihyun Lee
- Sabina Kleitman
- Jesse L. M. Wilkins
- Suzanne Morony
- Yasuyo Sawaki
- Herbert W. Marsh
- G. Pallier
- J. Baron
- Frederick K. S. Leung
- A. Efklides
Who trusts L. Stankov overall
- Jihyun Lee
- Vasiliki Pitsia
- Sabina Kleitman
- Andrés Sandoval-Hernández
- G. Pallier
- A. Biggart
- Anastasios Karakolidis
- Suzanne Morony
- M. Veenman
- Adrian Furnham
Papers from L. Stankov's perspective
Ordered by how strongly the researchers L. Stankov trusts endorse each paper. Same corpus, a different order for every researcher.
- Ecological and person-oriented aspects of metacognitive processes in test-taking.
- Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries.
- Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes
- The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success
- Factor structure of the TOEFL Internet-based test
- Self-efficacy and achievement goals as motivational links between perceived contexts and achievement
- The Effect of Knowledge and Strategy Training on Monitoring Accuracy
- Assessing the big five: Applications of 10 psychometric criteria to the development of marker scales.
- Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning
- Gender Differences in the Self-Assessment of Accuracy on Cognitive Tasks
Their papers
- Ecological and person-oriented aspects of metacognitive processes in test-taking. (2001) — 112 citations
- The Armed Services Vocational Aptitude Battery (ASVAB) (2000) — 109 citations
- Higher-order structure of noncognitive constructs and prediction of PISA 2003 mathematics achievement (2013) — 106 citations
- Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt? (2010) — 261 citations
- Noncognitive predictors of intelligence and academic achievement : An important role of confidence (2013) — 115 citations
- Predicting Achievement: Confidence vs Self-Efficacy, Anxiety, and Self-Concept in Confucian and European Countries. (2013) — 207 citations
- Quest for the best non-cognitive predictor of academic achievement (2014) — 113 citations
- Non-cognitive predictors of academic achievement: Evidence from TIMSS and PISA (2018) — 168 citations
- Self-beliefs: Strong correlates of mathematics achievement and intelligence (2017) — 101 citations
- Measures of the trait of confidence (2015) — 89 citations
- Confidence: the best non-cognitive predictor of academic achievement? (2014) — 208 citations
- Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? (2012) — 330 citations
- CONFIDENCE AND COGNITIVE TEST PERFORMANCE (2007) — 139 citations
- Self-confidence and metacognitive processes (2007) — 265 citations
- Complexity, Metacognition, and Fluid Intelligence (2000) — 196 citations