Ayşe Çiftçi

1.3k citations
47 papers · 828 · h-index 13

Impact in

Papers in

    • Counseling Practices and Supervision 6
    • Emotional Intelligence and Performance 3
    • Science Education and Pedagogy 7
    • Educational Methods and Analysis 3

Ayşe Çiftçi

43 papers receiving 762 citations

Peers

Ayşe Çiftçi
Comparison fields: 5 of 98
  • Social Psychology 261
  • Communication 90
  • Health 92
  • Clinical Psychology 182
  • Computer Science Applications 50
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Jason Skues Australia
Yolanda Pastor Ruiz Spain
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Citations per year

Countries citing papers authored by Ayşe Çiftçi

Since Specialization
Citations

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

Fields of papers citing papers by Ayşe Çiftçi

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authors

The 25 scholars most cited alongside Ayşe Çiftçi, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.

Border = papers with Ayşe Çiftçi Line = papers co-authored together Ayşe Çiftçi links everyone, so they are left out of the graph.

All Works

20 of 20 papers shown

Showing the 20 most-cited of 47 papers — load more, or switch the sort, to bring in the rest.

#Work
1 2013205
2 2008107
3 201394
4 201050
5 202048
6
Investigating the Views of Pre-Service Science Teachers on STEM Education Practices.
201737
7 201222
8 202220
9 201815
10 200915
11 200714
12 202313
13 200913
14 202112
15 202212
16 201711
17 202110
18 20079
19 20189
20 20229

About Ayşe Çiftçi

Ayşe Çiftçi is a scholar working on Social Psychology, Education, Sociology and Political Science, Philosophy and Communication, having authored 47 papers that have together received 828 indexed citations. Recurring topics across this work include Education Practices and Challenges (9 papers), International Student and Expatriate Challenges (8 papers), Science Education and Pedagogy (7 papers), Counseling Practices and Supervision (6 papers), Racial and Ethnic Identity Research (5 papers), Educational Methods and Analysis (3 papers), Emotional Intelligence and Performance (3 papers) and Science Education and Perceptions (3 papers). The work is most often cited by research in Social Psychology (261 citations), Communication (90 citations), Health (92 citations), Clinical Psychology (182 citations) and Computer Science Applications (50 citations). Ayşe Çiftçi has collaborated with scholars based in United States, Türkiye and South Korea. Frequent co-authors include Nev Jones, Patrick W. Corrigan, Mustafa Sami Topçu, Ji‐Yeon Lee, David R. Strauser, Daniel C. Lustig, Azadeh Ghaffari, İbrahim Erdoğan, Lynette H. Bikos and Suzanne H. Lease. Their work appears in journals such as The Counseling Psychologist, Journal of Career Development, Research in Science & Technological Education, Training and Education in Professional Psychology and Journal of International Students.

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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