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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity
|
|---|---|
| Published in |
Frontiers in Psychology, May 2017
|
| DOI | 10.3389/fpsyg.2017.00784 |
| Pubmed ID | |
| Authors |
Xin-qiang Wang, Jun-cheng Zhu, Lu Liu, Xiang-yu Chen |
| Abstract |
Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky's social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants with strong professional identity exhibited stronger positive-coding bias toward positive profession-related life events, relative to that observed in those with weak professional identity. Experiment 2 showed that participants with strong professional identity exhibited greater recognition bias for previously read items, relative to that observed in those with weak professional identity. Overall, the results suggested that participants with strong professional identity exhibited greater positive cognitive-processing bias relative to that observed in those with weak professional identity. |
X Demographics
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Switzerland | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 19 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 19 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 4 | 21% |
| Lecturer | 2 | 11% |
| Student > Bachelor | 2 | 11% |
| Other | 1 | 5% |
| Professor | 1 | 5% |
| Other | 3 | 16% |
| Unknown | 6 | 32% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 5 | 26% |
| Engineering | 2 | 11% |
| Social Sciences | 2 | 11% |
| Biochemistry, Genetics and Molecular Biology | 1 | 5% |
| Philosophy | 1 | 5% |
| Other | 2 | 11% |
| Unknown | 6 | 32% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 19 May 2017.
All research outputs
#18,547,867
of 22,971,207 outputs
Outputs from Frontiers in Psychology
#22,398
of 30,130 outputs
Outputs of similar age
#236,370
of 309,986 outputs
Outputs of similar age from Frontiers in Psychology
#502
of 604 outputs
Altmetric has tracked 22,971,207 research outputs across all sources so far. This one is in the 11th percentile – i.e., 11% of other outputs scored the same or lower than it.
So far Altmetric has tracked 30,130 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one is in the 19th percentile – i.e., 19% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 309,986 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 12th percentile – i.e., 12% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 604 others from the same source and published within six weeks on either side of this one. This one is in the 10th percentile – i.e., 10% of its contemporaries scored the same or lower than it.