Chuang Wang

Education · System (Linköping) · 2003–2021

A researcher in the Science corpus: 14 papers; trusts 18 researchers and is trusted by 8 researchers here, as inferred from the citation graph.

Subfields

• Education — 102 citations into it; #3,294 of 11,309 by trust here, #1,668 by citations
• Developmental and Educational Psychology — 75 citations into it; #2,037 of 8,223 by trust here, #1,646 by citations
• Social Psychology — 52 citations into it
• Experimental and Cognitive Psychology — 41 citations into it
• Language and Linguistics — 41 citations into it; #1,349 of 3,093 by trust here, #557 by citations
• Literature and Literary Theory — 29 citations into it
• Applied Psychology — 12 citations into it
• Clinical Psychology — 12 citations into it

Whom Chuang Wang trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Robert M. Klassen
2. Frank Pajares
3. B. Zimmerman
4. M. Bong
5. P. Pintrich
6. Jeffrey Ditterline
7. A. Bandura
8. Å. Diseth
9. A. Luszczynska
10. Lindy Woodrow

Who trusts Chuang Wang overall

1. Barry Bai
2. Lin Sophie Teng
3. Do Hong Kim
4. Lihong Ma
5. Catherine Thevenot
6. Ting Sun
7. Jing Wang
8. Xue Zhang
9. Wenjuan Guo
10. Xiaofeng Du

Papers from Chuang Wang's perspective

Ordered by how strongly the researchers Chuang Wang trusts endorse each paper. Same corpus, a different order for every researcher.

1. Attaining self-regulation: A social cognitive perspective.
2. GUIDE FOR CONSTRUCTING SELF-EFFICACY SCALES
3. Teacher characteristics as predictors of teacher–student relationships: Stress, negative affect, and self-efficacy
4. The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana
5. The Effects of Item Parceling on Goodness-of-Fit and Parameter Estimate Bias in Structural Equation Modeling
6. Teacher Stress: Directions for future research
7. Latent class models for clustering : a comparison with K-means
8. Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?
9. The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome
10. The Relationship Between Use of Writing Strategies and English Proficiency in Singapore Primary Schools

Their papers

• Middle school children's strategic behavior: Classification and relation to academic achievement and mathematical problem solving (2003) — 116 citations
• Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States (2011) — 52 citations
• The Association between Teachers' Beliefs, Enacted Practices, and Student Learning in Mathematics (2015) — 108 citations
• Relationship between second language English writing self-efficacy and achievement: A meta-regression analysis (2021) — 99 citations
• Relationship between self-efficacy and language proficiency: A meta-analysis (2020) — 105 citations
• College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language (2020) — 331 citations
• The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong (2019) — 92 citations
• Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses (2018) — 333 citations
• Validating the Instruments to Measure ESL/EFL Learners' Self‐Efficacy Beliefs and Self‐Regulated Learning Strategies (2017) — 143 citations
• English language learners' self-efficacy profiles and relationship with self-regulated learning strategies (2015) — 255 citations
• Psychometric properties of a self-efficacy scale for English language learners in China (2014) — 126 citations
• Self-Efficacy and Self-Regulated Learning Strategies for English Language Learners: Comparison between Chinese and German College Students (2013) — 120 citations
• Reexamining the Relationship Between Academic Achievement and Social Behavior (2011) — 189 citations
• Measuring Elementary Teacher Stress and Coping in the Classroom: Validity Evidence for the Classroom Appraisal of Resources and Demands. (2009) — 175 citations