Giorgia Ghione | Engineering | Best Researcher Award

Published on 24/07/2026 by Academic Achievements

Best Researcher Award

Giorgia Ghione
Affiliation	Barcelona Supercomputing Center
Country	Italy
Scopus ID	58529505300
Documents	11
Citations	21
h-index	3
Subject Area	Engineering
Event	International Academic Achievements & Awards
ORCID	0000-0002-3053-6370

Giorgia Ghione

Institution: Barcelona Supercomputing Center, Italy

The Best Researcher Award recognizes researchers who have demonstrated consistent scholarly contributions within their respective disciplines through peer-reviewed publications, scientific collaboration, and measurable research impact. Giorgia Ghione, affiliated with the Barcelona Supercomputing Center, has contributed to engineering research involving intelligent electrical systems, machine learning, digital twins, and power electronics. Her scholarly profile reflects ongoing participation in contemporary engineering research and publications indexed through international academic databases.[1]

Contents

Abstract
Keywords
Introduction
Research Profile
Research Contributions
Publications
Research Impact
Award Suitability
Conclusion
External Links
References

Abstract

Giorgia Ghione’s engineering research focuses on the application of artificial intelligence, neural networks, digital twins, electrical drives, and intelligent forecasting methods for modern energy systems. Published research demonstrates an emphasis on computational modeling and data-driven optimization of electrical infrastructure. These contributions support advances in reliable, efficient, and interpretable engineering solutions while maintaining scientific rigor through peer-reviewed dissemination.[2]

Keywords

Engineering, Artificial Intelligence, Electric Load Forecasting, Digital Twins, Electrical Drives, Machine Learning, Power Electronics, Neural Networks

Introduction

Engineering research increasingly integrates artificial intelligence with advanced computational modeling to improve prediction accuracy, operational efficiency, and sustainability. Researchers working within this interdisciplinary domain contribute to innovations in energy systems, intelligent automation, and digital infrastructure. Giorgia Ghione’s publications illustrate engagement with these evolving research directions through investigations of interpretable forecasting models, neural digital twins, and intelligent converter identification methods.[3]

Research Profile

According to the available Scopus profile, Giorgia Ghione has authored 11 indexed publications with 21 citations and an h-index of 3. Her work is primarily associated with engineering research, emphasizing computational intelligence, electrical engineering, and machine learning applications. The Barcelona Supercomputing Center provides an environment supporting interdisciplinary computational research relevant to these scientific activities.[1]

Research Contributions

Development of interpretable artificial intelligence techniques for short-term electric load forecasting.
Research involving neural real-time digital twins for electrical drive systems.
Machine learning applications using GRU neural networks for parameter identification.
Integration of computational intelligence with modern power electronic systems.
Contribution to peer-reviewed engineering literature and collaborative scientific research.

Publications

Interpretable Short-Term Electric Load Forecasting. Advanced Intelligent Systems, 2026. DOI: 10.1002/aisy.70473.
Enhanced Neural Real-Time Digital Twin for Electrical Drives. Applied Sciences, 2026. DOI: 10.3390/app16083955.
Passive Parameters Identification of a Three-Phase AC–DC Converter via a GRU Network and Derivative Approximations. Book Chapter, 2026. DOI: 10.1007/978-981-95-4072-3_25.

Research Impact

The available publication and citation record indicates measurable scholarly engagement within engineering research. Contributions addressing intelligent forecasting, digital twins, and machine learning for electrical systems have potential relevance for both academic investigation and industrial applications. Citation metrics, publication output, and interdisciplinary collaboration collectively demonstrate continuing participation in internationally indexed engineering research.[1]

Award Suitability

Based on the documented publication record, engineering specialization, indexed scholarly output, and contributions to intelligent computational methods, Giorgia Ghione demonstrates qualifications consistent with consideration for the Best Researcher Award. Evaluation remains subject to the award committee’s independent review of publication quality, scientific impact, originality, professional service, and broader research contributions within the applicable assessment criteria.

Conclusion

Giorgia Ghione’s academic profile reflects active participation in engineering research focused on intelligent computational techniques for modern electrical systems. Her publications, citation record, and institutional affiliation collectively illustrate sustained scholarly activity within emerging technological domains. These achievements provide an evidence-based foundation for consideration within academic recognition programs dedicated to research excellence.[1]

External Links

References

Elsevier. (n.d.). Scopus author details: Giorgia Ghione, Author ID 58529505300. Scopus.
https://www.scopus.com/pages/authors/58529505300#
Ghione, G. (2026). Interpretable Short-Term Electric Load Forecasting. Advanced Intelligent Systems.
DOI: https://doi.org/10.1002/aisy.70473
Ghione, G. (2026). Enhanced Neural Real-Time Digital Twin for Electrical Drives. Applied Sciences.
DOI: https://doi.org/10.3390/app16083955
Ghione, G. (2026). Passive Parameters Identification of a Three-Phase AC–DC Converter via a GRU Network and Derivative Approximations.
DOI: https://doi.org/10.1007/978-981-95-4072-3_25

Pradeep Kumar | Psychology | Innovative Research Award

Published on 20/07/202620/07/2026 by Academic Achievements

Innovative Research Award

Pradeep Kumar
Researcher	Pradeep Kumar
Affiliation	Central University of Haryana, Mahendergarh
Country	India
Scopus ID	59341684800
Documents	3
Subject Area	Psychology
Event	International Academic Achievements & Awards
ORCID	0000-0001-9610-6544

Pradeep Kumar

Central University of Haryana, Mahendergarh, India

The Innovative Research Award recognizes scholarly contributions that advance knowledge through original research and evidence-based inquiry. Pradeep Kumar, affiliated with the Central University of Haryana, has contributed to the field of psychology through research focused on personality assessment within the Indian cultural context. His publication entitled Exploring indigenous personality factors in Indian context through implicit approach, published in Personality and Individual Differences (2026), reflects ongoing efforts to examine culturally relevant psychological constructs using contemporary research methodologies.[1]

Contents

Abstract
Keywords
Introduction
Research Profile
Research Contributions
Publications
Research Impact
Award Suitability
Conclusion
External Links
References

Abstract

Pradeep Kumar’s research emphasizes the importance of understanding personality from culturally relevant perspectives within the Indian context. His published work explores indigenous personality factors using an implicit methodological approach, contributing to discussions on cross-cultural personality assessment and psychological measurement. The study supports continued exploration of culturally grounded psychological frameworks while complementing established international personality theories.[2]

Keywords

Psychology, Personality Research, Indigenous Psychology, Implicit Approach, Cross-cultural Psychology, Psychological Assessment

Introduction

Psychological research increasingly recognizes the value of culturally responsive models for understanding human behavior and personality. Indigenous approaches seek to identify psychological constructs emerging from local cultural traditions rather than relying exclusively on imported theoretical frameworks. Research in this area contributes to broader discussions regarding measurement validity, cultural diversity, and contextual interpretation of personality traits.[3]

Research Profile

Pradeep Kumar is associated with the Central University of Haryana and maintains an indexed research profile in Scopus. His documented publications focus primarily on psychology and personality studies. The available Scopus profile indicates three indexed documents, reflecting contributions to scholarly literature within his research specialization.[1]

Research Contributions

Investigates indigenous personality dimensions relevant to Indian cultural settings.
Applies implicit research approaches to psychological assessment.
Supports culturally informed personality theory development.
Contributes to evidence-based psychological research published in international academic literature.

Publications

Kumar, P., & Kumar, R. (2026). Exploring indigenous personality factors in Indian context through implicit approach. Personality and Individual Differences.[2]

Research Impact

Research on indigenous personality frameworks contributes to expanding psychological knowledge beyond conventional Western-centered models. Such investigations support comparative studies, culturally sensitive assessment instruments, and theoretical refinement within personality psychology. According to the available Scopus record, the highlighted publication currently has no recorded citations, which is consistent with its recent publication year (2026).[1]

Award Suitability

The Innovative Research Award recognizes originality, methodological rigor, and meaningful scholarly contributions. Based on the available publication information, Pradeep Kumar’s work demonstrates engagement with culturally grounded psychological research through an innovative implicit approach to personality assessment. The research aligns with the objectives of recognizing emerging academic contributions that broaden understanding within specialized fields of psychology while encouraging culturally relevant scientific investigation.[2]

Conclusion

Pradeep Kumar’s scholarly work illustrates an academic interest in advancing personality research through culturally informed perspectives. His publication contributes to ongoing discussions regarding indigenous psychological constructs and supports continued research into culturally responsive assessment methodologies. The documented research profile and indexed publication provide an appropriate academic basis for recognition within research-focused award programs.[1]

External Links

References

Elsevier. (n.d.). Scopus author details: Pradeep Kumar, Author ID 59341684800. Scopus.
https://www.scopus.com/authid/detail.uri?authorId=59341684800
Kumar, P., & Kumar, R. (2026). Exploring indigenous personality factors in Indian context through implicit approach. Personality and Individual Differences. DOI: https://doi.org/
American Psychological Association. (n.d.). Cross-cultural and indigenous psychology resources.

Mingchia Lin | Social Sciences | Best Research Article Award

Published on 20/07/2026 by Academic Achievements

Best Research Article Award

Mingchia Lin
National Academy for Educational Research, Taiwan

Mingchia Lin
Affiliation	National Academy for Educational Research
Country	Taiwan
Scopus ID	56175238000
Documents	7
Citations	15
h-index	2
Subject Area	Social Sciences
Event	International Academic Achievements & Awards
ORCID	0000-0002-2398-8715

The Best Research Article Award recognizes scholarly excellence demonstrated through high-quality academic publications that contribute meaningfully to knowledge advancement and evidence-based practice. Mingchia Lin of the National Academy for Educational Research has established a research portfolio centered on English as a Foreign Language (EFL), bilingual education, academic writing assessment, learner motivation, oral presentation, and social-emotional learning. The published work reflects interdisciplinary educational research with practical implications for language education and curriculum development.[1]

Contents

Abstract
Keywords
Introduction
Research Profile
Research Contributions
Publications
Research Impact
Award Suitability
Conclusion
External Links
References

Abstract

Mingchia Lin’s scholarly publications examine pedagogical innovation in bilingual and English language education, emphasizing oral communication, academic writing, learner motivation, inquiry-based learning, and social-emotional development. Through quantitative and mixed-method research methodologies, these studies evaluate instructional strategies that improve language proficiency while supporting learners’ engagement and academic performance. The research contributes to evidence-informed educational practices and aligns with contemporary developments in multilingual education and educational psychology.[2]

Keywords

English as a Foreign Language (EFL), Bilingual Education, Academic Writing, Oral Presentation, Social-Emotional Learning, Educational Psychology, Inquiry-Based Learning

Introduction

Educational research increasingly emphasizes integrated language instruction that promotes communication, critical thinking, and learner well-being. Mingchia Lin’s publications investigate these themes through empirical studies involving bilingual education, classroom assessment, motivation, and presentation competence. The research demonstrates how instructional design can positively influence students’ language achievement and future learning choices while maintaining rigorous assessment standards.[3]

Research Profile

As a researcher affiliated with the National Academy for Educational Research, Mingchia Lin has contributed publications within the Social Sciences discipline indexed in Scopus. The research portfolio focuses on language education, bilingual instructional design, educational assessment, learner engagement, and evidence-based pedagogical innovation. Current bibliometric indicators include seven indexed publications, fifteen citations, and an h-index of two.[1]

Research Contributions

Advanced research on oral presentation performance within bilingual EFL learning environments.
Evaluation of social-emotional learning integration into language education.
Investigation of motivational factors influencing summary-writing and CLIL participation.
Application of latent regression modeling for research abstract writing assessment.
Empirical analysis of argumentation-based inquiry and willingness-to-communicate in EFL classrooms.

Publications

Oral presentation and social-emotional learning in EFL bilingual projects. Acta Psychologica, 2026. DOI: 10.1016/j.actpsy.2026.107414
Contextual antecedents and motivational mediators in EFL summary-writing and future CLIL course choices. Cogent Education, 2025. DOI: 10.1080/2331186X.2025.2510101
Exploring the effects of argumentation-based inquiry in dual-language courses on EFL students’ oral presentation skills and willingness-to-communicate. Cogent Education, 2024. DOI: 10.1080/2331186X.2024.2429873
Validating Research-Abstract Writing Assessment Through Latent Regression Modeling and Rater’s Lenses. English Teaching & Learning, 2019. DOI: 10.1007/s42321-019-00030-5

Research Impact

The research demonstrates measurable contributions to bilingual education, learner communication, educational assessment, and instructional innovation. Published findings support educators seeking evidence-based approaches for improving language acquisition, academic writing quality, and learner motivation. The interdisciplinary nature of the publications connects educational psychology with practical classroom implementation, thereby supporting sustainable improvements in language education.[4]

Award Suitability

Mingchia Lin’s publication record reflects consistent scholarly engagement with contemporary issues in language education and educational research. The combination of peer-reviewed journal publications, methodological rigor, educational relevance, and measurable scholarly visibility supports consideration for recognition through the Best Research Article Award. The body of work demonstrates sustained contributions to improving language learning outcomes through research-informed educational practice.[5]

Conclusion

The academic publications of Mingchia Lin represent meaningful contributions to Social Sciences through research on bilingual education, EFL pedagogy, assessment methodologies, and learner development. Collectively, the research supports educational innovation while providing empirical evidence that benefits researchers, educators, and policy stakeholders interested in effective language instruction and assessment.

External Links

References

Elsevier. (n.d.). Scopus author details: Mingchia Lin, Author ID 56175238000. Scopus.
https://www.scopus.com/authid/detail.uri?authorId=56175238000
Lin, M. (2026). Oral presentation and social-emotional learning in EFL bilingual projects. Acta Psychologica.
https://doi.org/10.1016/j.actpsy.2026.107414
Lin, M. (2025). Contextual antecedents and motivational mediators in EFL summary-writing and future CLIL course choices. Cogent Education.
https://doi.org/10.1080/2331186X.2025.2510101
Lin, M. (2024). Exploring the effects of argumentation-based inquiry in dual-language courses on EFL students’ oral presentation skills and willingness-to-communicate. Cogent Education.https://doi.org/10.1080/2331186X.2024.2429873
Lin, M. (2019). Validating Research-Abstract Writing Assessment Through Latent Regression Modeling and Rater’s Lenses. English Teaching & Learning.https://doi.org/10.1007/s42321-019-00030-5

Rachel Kleit | Social Sciences | Innovative Research Award

Published on 02/06/202602/06/2026 by Academic Achievements

Innovative Research Award

Rachel Kleit
Ohio State University, United States

Rachel Kleit
Affiliation	Ohio State University
Country	United States
Scopus ID	6602612421
Documents	31
Citations	1163
h-index	20
Subject Area	Social Sciences
Event	International Academic Achievements & Awards

Rachel Kleit is a Professor of City and Regional Planning at The Ohio State University and a widely recognized scholar in housing policy, public housing transformation, neighborhood inequality, urban development, and social equity. Her research has significantly contributed to understanding housing mobility, affordable housing systems, poverty alleviation, community development, and the role of public housing authorities in creating equitable urban environments.[1]

Contents

Abstract
Keywords
Introduction
Research Profile
Research Contributions
Publications
Research Impact
Award Suitability
Conclusion
External Links
References

Abstract

Rachel Kleit has developed an internationally respected research portfolio focused on affordable housing, public housing redevelopment, housing mobility, social networks, and urban inequality. Her scholarship bridges planning theory and public policy while addressing practical housing challenges affecting vulnerable populations. Through interdisciplinary research, policy engagement, and community partnerships, she has influenced housing policy discussions and urban planning practice across the United States.[2]

Keywords

Housing Policy, Urban Planning, Affordable Housing, Public Housing, Housing Mobility, Neighborhood Inequality, Community Development, Social Networks, Poverty Alleviation, Housing Redevelopment.

Introduction

Kleit’s academic career spans more than two decades across leading institutions including The Ohio State University and the University of Washington. Her work examines the intersection of housing, social equity, and community outcomes, providing evidence-based insights that support policy innovation and inclusive urban development.[3]

Research Profile

Her research integrates urban planning, public affairs, social policy, and community development. She has served as Editor-in-Chief of the Journal of Planning Literature and has held numerous leadership roles in academic administration, professional associations, and public policy initiatives. Her work consistently addresses housing access, neighborhood opportunity, and equitable development.[4]

Research Contributions

Advanced understanding of housing mobility and neighborhood opportunity.
Evaluated long-term impacts of HOPE VI redevelopment initiatives.
Investigated social networks among low-income households.
Analyzed public housing authority innovation and governance.
Contributed to policy frameworks addressing housing inequality.

Publications

Notable publications include studies in Housing Policy Debate, Housing Studies, Urban Studies, Journal of Urban Affairs, and Economic Geography. Her highly cited work examines housing mobility, affordable housing systems, social inequality, and public housing redevelopment.[5]

Research Impact

The impact of Professor Kleit’s scholarship extends beyond academia through collaborations with housing authorities, government agencies, community organizations, and national advisory panels. Her evidence-based recommendations have informed housing policy evaluation, redevelopment strategies, and fair housing initiatives throughout the United States.

Award Suitability

Rachel Kleit demonstrates outstanding qualifications for recognition in housing policy and urban planning. Her sustained publication record, leadership in scholarly communities, extensive grant portfolio, policy engagement, and commitment to social equity collectively illustrate significant contributions to research, education, and public service.

Conclusion

Rachel Kleit has established a distinguished career dedicated to understanding and improving housing outcomes, neighborhood opportunity, and urban equity. Her scholarly achievements, policy influence, and leadership continue to shape contemporary discussions surrounding affordable housing and socially just urban development.

External Links

References

Yang, A., Fallon, K., & Kleit, R. G. (2026). Housing Mobility in the Housing Choice Voucher Program: The Role of Portability. Housing Studies, 41(5), 1149–1176.https://doi.org/10.1080/02673037.2025.2537655
Kleit, R. G., Airgood-Obrycki, W., & Yerena, A. (2019). Public Housing Authorities in the Private Market. Housing Policy Debate, 29(4), 670–692.
https://doi.org/10.1080/10511482.2019.1582548
Kleit, R. G., Kang, S., & Scally, C. P. (2015). Why Do Housing Mobility Programs Fail in Moving Households to Better Neighborhoods? Housing Policy Debate, 26(1), 188–209. https://www.tandfonline.com/doi/full/10.1080/10511482.2015.1037922
Kleit, R. G., & Page, S. B. (2015). The Changing Role of Public Housing Authorities in the Affordable Housing Delivery System. Housing Studies, 30(4), 621–644. https://doi.org/10.1080/02673037.2014.953919
Kleit, R. G., & Rohe, W. M. (2005). Using Public Housing to Achieve Self-Sufficiency: An Exploratory Analysis of Success. Housing Studies, 20(1), 80–104. https://www.tandfonline.com/doi/abs/10.1080/0267303042000308741

Kaan Koçali | Social Sciences | Best Researcher Award

Published on 26/05/202626/05/2026 by Academic Achievements

Best Researcher Award

Kaan Koçali
Istanbul Gelisim University, Türkiye

Kaan Koçali
Affiliation	Istanbul Gelisim University
Country	Türkiye
Scopus ID	MAgOT4kAAAAJ
Documents	80
Citations	197
h-index	6
Subject Area	Social Sciences
Event	International Academic Achievements & Awards

Kaan Koçali is an occupational health and safety scholar whose research portfolio integrates mining engineering, occupational risk management, safety governance, ergonomics, workplace safety systems, social policy, and industrial risk assessment. His academic activities include scientific publications, editorial responsibilities, funded research projects, conference participation, and interdisciplinary studies focused on improving workplace safety culture and preventive management systems.[1]

Contents

Abstract
Keywords
Introduction
Research Profile
Research Contributions
Publications
Research Impact
Award Suitability
Conclusion
External Links
References

Abstract

This academic article summarizes the professional and scholarly profile of Asst. Prof. Kaan Koçali, emphasizing contributions to occupational health and safety, mining safety systems, workplace risk assessment, industrial ergonomics, and policy-oriented safety governance. His work demonstrates interdisciplinary integration between engineering, occupational health sciences, social policy, and organizational safety frameworks.[2]

Keywords

Occupational Health and Safety, Risk Assessment, Mining Safety, Ergonomics, Workplace Safety, Industrial Risk Management, Safety Culture, Occupational Policy, Human Factors Engineering, Safety Governance

Introduction

Occupational health and safety remains a critical interdisciplinary research domain that influences industrial sustainability, workforce protection, organizational resilience, and social policy implementation. Research in workplace safety contributes to accident prevention strategies, safety education systems, regulatory frameworks, and technological integration within industrial sectors. Asst. Prof. Kaan Koçali’s scholarly activities contribute to these objectives through applied research and policy-oriented investigations.[3]

Research Profile

Assistant Professor, Istanbul Gelisim University
Research specialization in Occupational Health and Safety
Scopus Author ID: 57203868927
ORCID: 0000-0002-1329-6176
Research output: 93 publications
Research interests include ergonomics, occupational safety, mining engineering, workplace inspections, safety governance, and industrial risk analysis

Research Contributions

His scholarly portfolio demonstrates sustained contributions across occupational safety legislation analysis, mining accident surveillance, anthropometric safety studies, industrial ergonomics, workplace risk methodologies, and occupational policy evaluation. His work further explores emerging safety domains including Safety 4.0 approaches, predictive analytics, digital safety systems, disaster logistics preparedness, and artificial intelligence integration in safety management systems.[4]

Publications

Kaan Koçali has developed an extensive publication portfolio focusing on occupational health and safety, mining engineering, risk assessment, ergonomics, workplace safety systems, and industrial management. His scholarly contributions include peer-reviewed journal articles, books, conference proceedings, and interdisciplinary research addressing workplace safety improvement and policy development.

Research Impact

Beyond publications, Asst. Prof. Koçali contributes through editorial responsibilities, peer-review activities, funded projects, Erasmus mobility participation, TÜBİTAK-supported initiatives, and academic leadership roles. His work supports practical implementation of occupational safety principles across education, mining, logistics, transportation, and industrial sectors.[5]

Award Suitability

The candidate demonstrates sustained academic productivity, interdisciplinary collaboration, editorial leadership, and applied research contributions aligned with occupational safety advancement. These attributes position the researcher as a strong candidate for academic recognition related to occupational health and safety research excellence.

Conclusion

Asst. Prof. Kaan Koçali’s scholarly profile reflects ongoing contributions to occupational health and safety scholarship through research production, policy analysis, interdisciplinary collaboration, and applied safety frameworks. His academic activities collectively contribute to advancing safer workplace systems and evidence-based occupational risk management practices.

External Links

References

Elsevier. (n.d.). Scopus Author Details: Kaan Koçali, Author ID 57203868927.
https://www.scopus.com/authid/detail.uri?authorId=57203868927
ORCID. (n.d.). Kaan Koçali ORCID Profile.
https://orcid.org/0000-0002-1329-6176
Istanbul Gelisim University. (n.d.). Academic Staff Information.
https://avesis.gelisim.edu.tr/kkocali
Koçali, K. (2023). The Effects of Daylight Saving Time Transition Cancellation on Work Accidents of Turkey.
https://pubmed.ncbi.nlm.nih.gov/37272121/
Istanbul Gelisim University. (2025). Academic Awards and Institutional Research Recognition Records.

Gul Kahveci | Social Sciences | Best Researcher Award

Published on 18/05/202618/05/2026 by Academic Achievements

Best Researcher Award

Gul Kahveci
Affiliation	European University of Lefke
Country	Turkey
Scopus ID	57195776169
Documents	17
Citations	29
h-index	3
Subject Area	Social Sciences
Event	International Academic Achievements & Awards

Gul Kahveci
European University of Lefke, Turkey

Gül Kahveci Selçuk is an academic specializing in special education, autism spectrum disorder interventions, inclusive education practices, and behavioral consultation methodologies. Her scholarly contributions encompass evidence-based instructional strategies, communication interventions, assistive technologies, and educational support systems designed for children with developmental disabilities and diverse learning needs. Her interdisciplinary academic profile demonstrates a sustained contribution to educational sciences and disability research.[1]

Contents

Abstract
Keywords
Introduction
Research Profile
Research Contributions
Publications
Research Impact
Award Suitability
Conclusion
External Links
References

Abstract

This article presents an overview of the academic achievements, research activities, and educational contributions of Dr. Gül Kahveci Selçuk in the field of special education. Her research primarily focuses on autism spectrum disorder, learning disabilities, assistive technologies, behavioral consultation, communication skills, and inclusive educational practices. Through journal publications, conference presentations, books, and postgraduate supervision, she has contributed to the advancement of evidence-based educational interventions and interdisciplinary teaching methodologies.[2]

Keywords

Special Education, Autism Spectrum Disorder, Inclusive Education, Behavioral Consultation, Assistive Technology, Learning Disabilities, Communication Skills, Educational Psychology, Teacher Education, Developmental Disabilities.

Introduction

The development of inclusive and evidence-based educational practices has become increasingly important in modern educational systems. Researchers working in special education contribute significantly to improving learning outcomes for individuals with developmental disabilities and diverse educational needs. Dr. Gül Kahveci Selçuk has contributed to this field through research on autism interventions, behavioral support strategies, assistive technologies, and communication-based educational approaches.[3]

Research Profile

Dr. Gül Kahveci Selçuk completed her doctoral studies in Visual Impairment Education at Gazi University and currently serves as Assistant Professor at the European University of Lefke, Faculty of Education, Department of Special Education. Her academic expertise integrates special education methodologies with behavioral sciences, communication interventions, and educational technologies. Her supervision of postgraduate theses demonstrates active engagement in mentoring future scholars within the discipline.[4]

Research focus on autism spectrum disorder and developmental disabilities.
Experience in inclusive educational intervention models.
Academic supervision of graduate research projects.
Contributions to teacher training and behavioral consultation studies.

Research Contributions

The scholarly contributions of Dr. Gül Kahveci Selçuk include empirical studies on communication development, behavioral consultation, educational technologies, and instructional strategies for children with autism spectrum disorder and learning disabilities. Her work has explored the effectiveness of video modelling, virtual reality applications, music-mediated interventions, and schema-based instructional methods in special education contexts.[5]

Research on communication skill acquisition among children with autism spectrum disorder.
Studies evaluating technology-assisted instructional interventions.
Publications addressing behavioral consultation and inclusive learning.
Contributions to educational methodologies for developmental disabilities.

Publications

Dr. Gül Kahveci Selçuk has authored and co-authored numerous peer-reviewed journal articles, conference papers, scientific books, and academic book chapters in the fields of special education and educational sciences. Her publications demonstrate consistent engagement with evidence-based intervention strategies, assistive technologies, autism research, communication development, and inclusive educational methodologies.

Research Impact

The research activities of Dr. Gül Kahveci Selçuk contribute to contemporary discussions on inclusive education and intervention-based teaching methodologies. Her publications in international peer-reviewed journals and participation in scientific conferences support the dissemination of innovative educational practices for learners with disabilities. Her interdisciplinary approach combines educational psychology, assistive technologies, and behavioral sciences to improve educational accessibility and instructional effectiveness.

Award Suitability

Dr. Gül Kahveci Selçuk demonstrates qualifications suitable for academic recognition through sustained scholarly productivity, graduate supervision, interdisciplinary research engagement, and contributions to special education research. Her work reflects ongoing efforts to enhance educational interventions for children with developmental disabilities and to advance inclusive educational practices through scientific inquiry and applied educational research.

Conclusion

The academic profile of Dr. Gül Kahveci Selçuk reflects an established commitment to special education, autism intervention research, and inclusive instructional methodologies. Through publications, teaching, conference participation, and postgraduate mentorship, she continues to contribute to the development of educational sciences and evidence-based practices supporting individuals with developmental and learning disabilities.

External Links

References

British Journal of Special Education. (2024). The effectiveness of perspective video modelling training on one-stage word problem-solving skills in children with autism spectrum disorder.https://doi.org/10.1111/1467-8578.12554
International Journal of Developmental Disabilities. (2024). The effect of teacher education supported through consultation on acquisition communication skills in children with autism spectrum disorder.https://doi.org/10.1080/20473869.2024.2395691
Behavioral Sciences. (2023). Examining conjoint behavioral consultation to support autism spectrum disorder and gifted students in preschool.https://doi.org/10.3390/bs13080674
Journal of Education and Learning. (2023). Using a tablet-mediated intervention for teaching pre-addition skills to children with autism.https://doi.org/10.11591/edulearn.v17i1.20509
Cogent Education. (2020). The effect of personal narrative intervention on late talkers’ personal narrative generation skills.https://doi.org/10.1080/2331186X.2020.1758288

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David Herrero Fernández | Psychology | Best Researcher Award

Published on 14/07/202514/07/2025 by Academic Achievements

Dr. David Herrero Fernández | Psychology | Best Researcher Award

Dr. David Herrero Fernández | Psychology – Profesor at European Atlantic University, Spain

Dr. David Herrero-Fernández is a prominent psychologist and academic researcher, recognized for his influential work in traffic psychology, emotional regulation, and behavioral science. Based at Universidad Europea del Atlántico, his academic journey has been marked by consistent productivity and interdisciplinary contributions. With over 1,700 citations and an h-index of 26, his research is widely respected and referenced, particularly in understanding risk perception, anger, and maladaptive behaviors. His work bridges clinical, cognitive, and applied psychology, making him a key figure in his field.

Academic Profile:

ORCID

Scopus

Google Scholar

Education:

Dr. Herrero-Fernández completed his foundational education in psychology in Spain, followed by postgraduate and doctoral-level training that emphasized psychophysiology, research methodology, and behavioral sciences. His academic path provided him with a rigorous grounding in psychological theory, experimental methods, and statistical analysis, enabling his contributions to psychometric tool development and empirical behavioral research. His education aligns closely with his current areas of specialization, particularly in emotion regulation and traffic-related behaviors.

Experience:

With a professional background rooted in both academia and applied research, Dr. Herrero-Fernández brings years of experience as a university lecturer, research supervisor, and collaborator in psychological studies. He has taught undergraduate and graduate students, mentored emerging scholars, and participated in interdisciplinary research teams. His experience spans diverse topics, including adolescent mental health, impulsivity, and aggressive behavior, while maintaining a focus on methodological integrity and the real-world applicability of psychological insights.

Research Interests:

Dr. Herrero-Fernández’s research interests are concentrated in the areas of traffic psychology, emotion regulation, anger expression, psychophysiology, and maladaptive behaviors in adolescents and adults. He frequently explores how personality traits like impulsivity and sensation-seeking relate to high-risk behaviors such as gambling, reckless driving, and aggression. His recent research also includes examining how public health measures—like mask-wearing during COVID-19—affect emotional recognition and interpersonal judgments. His work combines psychological theory with measurable behavioral outcomes, often through experimental simulations or psychometric evaluations.

Awards:

While specific award recognitions are not detailed publicly, Dr. Herrero-Fernández’s consistent scholarly output, high citation metrics, and publication in respected international journals position him as a strong candidate for the Best Researcher Award. His growing influence in the field, especially in traffic psychology and emotional health, reflects peer recognition and academic leadership. His academic profile demonstrates the impact and excellence that merit formal acknowledgment through institutional or national research awards.

Publications:

🧠 “El papel mediador de la regulación emocional…”
Adicciones, 2014 – Cited by 123
Examines emotional regulation’s mediating role in pathological gaming and dysfunctional symptoms in youth.
🚗 “Psychometric adaptation of the Driving Anger Expression Inventory…”
Transportation Research Part F, 2011 – Cited by 102
Adapts and validates an anger expression tool for Spanish drivers, critical for traffic safety research.
🎰 “The impulsivity and sensation-seeking mediators…”
Journal of Gambling Studies, 2015 – Cited by 87
Explores psychological traits as mediators of pathological gambling in adolescents.
🚶 “Risky behavior in young adult pedestrians…”
Transportation Research Part F, 2016 – Cited by 85
Investigates personality and perception in pedestrian safety, highlighting gender-related differences.
😠 “Psychophysiological, subjective and behavioral differences…”
Transportation Research Part F, 2016 – Cited by 54
Uses simulation tasks to compare anger levels and responses in drivers.
😷 “Wearing mask hinders emotion recognition…”
Personality and Individual Differences, 2022 – Cited by 73
Demonstrates how face coverings influence attractiveness and emotional perception.
🧩 “Analysis of the mediating effect of mentalization…”
Scandinavian Journal of Psychology, 2021 – Cited by 49
Studies how mentalization mediates the link between attachment styles and emotion dysregulation.

Conclusion:

Dr. David Herrero-Fernández embodies the qualities of a high-impact, forward-thinking researcher. His work is not only academically rigorous but also socially relevant, addressing psychological dimensions of public health, safety, and emotional well-being. With a record of influential publications, growing citation impact, and a strong interdisciplinary approach, he stands out as a deserving candidate for the Best Researcher Award. His research continues to shape critical conversations in psychology and offers practical solutions for behavioral challenges in both clinical and societal settings.

Hannaneh Beheshti | Psychology | Young Scientist Award

Published on 21/03/202521/03/2025 by Academic Achievements

Ms. Hannaneh Beheshti | Psychology | Young Scientist Award

Ms. Hannaneh Beheshti | Psychology – Phd student in Curriculum Development at University of Tabriz, Iran

The candidate is a distinguished individual in the field of education, with a unique blend of academic achievements and practical teaching experience. As a current Ph.D. student in Curriculum Planning, they have demonstrated exceptional skills in both research and teaching. Their contributions to the academic community are reflected in their numerous publications, innovative teaching methods, and leadership in various educational initiatives. With a deep commitment to improving education, their academic journey is marked by hard work, determination, and a passion for contributing to the field of curriculum planning and development. Through their research and practical experiences, they have shown great potential to significantly impact the educational landscape.

Profile:

Orcid

Education:

The individual has an impressive educational background, beginning with their academic journey in the field of Curriculum Planning. Their Ph.D. studies at a renowned university reflect not only their academic abilities but also their deep commitment to advancing knowledge in this area. Their excellence is evident in their ranking as the 4th highest in the national entrance exam for Ph.D. in Curriculum Planning. Additionally, their exceptional performance earned them the title of “Exceptional Talent” in their program. With a GPA of 19.96, they have excelled in their coursework and research, establishing a strong foundation for their future academic endeavors.

Experience:

With extensive teaching experience in elementary education, the candidate has made significant contributions in the classroom. Their role as an elementary school teacher has provided them with invaluable insights into the practical aspects of teaching and curriculum planning. This experience has allowed them to apply their theoretical knowledge to real-world scenarios, ensuring their work remains relevant and impactful. Additionally, their experience in the field has been recognized through awards and recognition at both the regional and national levels, further solidifying their expertise in the educational sector. This combination of academic study and practical application enhances their overall professional profile.

Research Interests:

The candidate’s research interests primarily lie in the areas of curriculum planning, child education, and the intersection of education with societal factors. Their current research focuses on understanding the attitudes of medical sciences students toward research and the development of medical education. This interest in research education aims to contribute to improving both the structure of curriculum and the attitudes of students toward research methodologies. Additionally, their academic curiosity extends to the influence of family, society, school, and religion on child education, offering a holistic perspective on how external factors shape the educational experience. Their work in these areas aligns with a growing body of literature that emphasizes the importance of integrating diverse factors into educational planning.

Awards:

The individual has been consistently recognized for their academic excellence and contributions to the field of education. Their first major recognition came in the form of the “Exceptional Talent” award in Curriculum Planning, awarded by their university due to their high GPA of 19.96. They have also been acknowledged for their exceptional performance as a teacher, earning the title of exemplary teacher at both the school and regional levels in 2024. Moreover, their leadership in educational initiatives was demonstrated by their victories in regional Lesson Study Festivals, where they achieved both first and second-place awards in consecutive years (2023-2025). These accolades not only highlight their teaching skills but also their commitment to improving education within their community.

Publications:

Survey of the Medical Sciences Students’ Attitude Towards Research (2024)
Published in Strides in Development of Medical Education 📰.
DOI: 10.22062/sdme.2024.199683.1368
Cited by: This article explores medical students’ perspectives on research, contributing to the understanding of how research attitudes can shape educational outcomes.
The Role of Family, Society, School, and Religion in Child Education (2024)
Published by Academic Research Publications 📚.
Cited by: This book offers an in-depth analysis of the various external factors that influence children’s educational development, providing essential insights for curriculum planners.
Persian Workbook for First Grade (Gamino) (2024)
Published by Arshadan 📖.
Cited by: A key resource for first-grade students, this workbook aids in the development of fundamental language skills, tailored for Persian-speaking children.

Conclusion:

The candidate’s blend of academic excellence, teaching experience, and research dedication makes them a strong contender for the award nomination. Their consistent achievement in both the academic and practical realms of education demonstrates their potential to make a significant impact on the field of curriculum planning. Their work continues to bridge the gap between research and classroom teaching, showing a commitment to enhancing educational practices. With a strong foundation in both research and teaching, they are poised to contribute even further to the development of educational systems globally. Their extensive publications and ongoing research demonstrate their leadership in shaping the future of education.

Beverlin Rosario-Williams | Psychology | Young Scientist Award

Published on 23/08/202423/08/2024 by Academic Achievements

Dr. Beverlin Rosario-Williams | Psychology | Young Scientist Award

Postdoctoral | Johns Hopkins University Bloomberg School of Public Health | United States

Beverlin Rosario-Williams, Ph.D., is a compelling candidate for the Research for Young Scientist Award. Here’s an evaluation of her strengths, areas for improvement, and a conclusion based on her qualifications and experience:

Strengths for the Award:

Extensive Clinical and Research Training: Dr. Rosario-Williams has a robust clinical and research background, including a Postdoctoral Fellowship at Johns Hopkins Bloomberg School of Public Health and a Ph.D. in Psychology from The Graduate Center of the City University of New York. Her diverse training across multiple clinical settings and theoretical orientations (e.g., DBT, CBT, TF-CBT) showcases her ability to handle complex clinical issues and her commitment to evidence-based practices.
Significant Research Contributions: Her research portfolio is impressive, with numerous peer-reviewed publications addressing critical issues such as suicide ideation, cognitive emotion regulation, and the impact of psychological maltreatment. Her research is published in high-impact journals and covers a range of topics relevant to mental health and psychological research. This demonstrates her capability to contribute valuable insights to the field of psychology.
Diverse Professional Experience: Dr. Rosario-Williams has worked in various settings, including inpatient psychiatry, outpatient clinics, and integrated primary care. This breadth of experience highlights her adaptability and proficiency in addressing diverse clinical challenges. Her ability to provide services in both English and Spanish further emphasizes her commitment to culturally competent care.
Ongoing Professional Development: Her engagement in specialized training and workshops, such as Trauma-Focused Cognitive Behavioral Therapy and Motivational Interviewing, underscores her dedication to staying current with the latest evidence-based practices and methodologies.
Strong Publication Record: The number and quality of her publications, including articles in prestigious journals and book chapters, reflect her active involvement in advancing scientific knowledge. Her work on suicide risk, cognitive biases, and emotional regulation is particularly relevant to the goals of the Research for Young Scientist Award.

Areas for Improvement:

Broader Research Impact: While Dr. Rosario-Williams has a strong publication record, increasing the impact and visibility of her research through more high-profile collaborations or interdisciplinary projects could further enhance her profile. Engaging in research that has direct applications for public health or policy could also broaden her influence.
Leadership and Grantsmanship: Developing skills in leading large-scale research projects or securing grant funding could be beneficial. Demonstrating experience in these areas would strengthen her position as a leading researcher and increase her chances of obtaining future funding for innovative projects.
Public Engagement: Enhancing her involvement in public or community-based research initiatives could help translate her findings into practical applications and increase her outreach efforts. Participating in community workshops or advocacy could also broaden the impact of her research.

Short Bio

Dr. Beverlin Rosario-Williams is a distinguished psychologist specializing in adolescent mental health, with a focus on cognitive and emotional processes. Currently a Postdoctoral Fellow at Johns Hopkins Bloomberg School of Public Health, she has developed a robust profile through extensive clinical experience and impactful research. Dr. Rosario-Williams is recognized for her contributions to understanding and addressing suicide ideation, cognitive biases, and emotional regulation. Her bilingual capabilities in English and Spanish enhance her ability to provide culturally competent care and contribute to diverse research populations.

Profile

Google Scholar

Education

Dr. Rosario-Williams earned her Ph.D. in Psychology from The Graduate Center of the City University of New York in 2024. She completed an APA Accredited Clinical Psychology Predoctoral Internship at Children’s National Hospital in the same year. Her educational background includes a Bachelor of Science in Psychology from Xavier University of Louisiana (2017) and an En Route M.A. in Psychology from The Graduate Center of the City University of New York (2019). She is currently advancing her expertise through a Postdoctoral Fellowship at Johns Hopkins Bloomberg School of Public Health.

Experience

Dr. Rosario-Williams has diverse clinical experience across multiple settings. At Children’s National Hospital, she provided intensive therapy to adolescents and adapted therapy groups for Spanish-speaking caregivers. Her work in outpatient psychology involved providing evidence-based interventions and conducting family therapy. Additionally, she has contributed to integrated primary care by offering consultation services and short-term therapy. Her involvement in specialized clinics, such as the Mood and Trauma Clinic, further underscores her expertise in DBT and TF-CBT.

Research Interests

Dr. Rosario-Williams’s research interests are centered on suicide ideation, cognitive and emotional processes, and the impact of psychological maltreatment. Her work investigates the mechanisms underlying cognitive biases in suicide ideation, the role of emotional regulation strategies, and the socio-cultural factors influencing mental health outcomes. She aims to enhance understanding and treatment approaches for mental health issues, particularly among diverse and underserved populations.

Awards

Dr. Rosario-Williams has been recognized for her outstanding contributions to psychology through numerous awards and honors, including notable mentions in peer-reviewed journals and academic conferences. Her dedication to advancing clinical practice and research has positioned her as a leading young scientist in the field.

Publications

Rosario-Williams, B., & Miranda, R. (In Press). Negative Affect Influences Suicide-Specific Attentional Biases. Journal of Mood & Anxiety Disorders. Link
Mitchell, E., Rosario-Williams, B., Tsypes, A., Yeshchenko, I., & Miranda, R. (2023). Trajectories of Cognitive Emotion Regulation Strategies in Emerging Adults with Different Self-Harm Histories. Journal of Affective Disorders Reports. Link
Rosario-Williams, B., & Miranda, R. (2023). Explaining the Prospective Relation between Ruminative Styles and Suicide Ideation: The Moderating Role of Active and Passive Problem Solving. Cognitive Therapy and Research, 1-13. Link
Miranda, R., Wheeler, A., Chapman, J., Ortin, A., Mañana, J., Rosario-Williams, B., & Andersen, S. (2023). Explaining the Prospective Relation between Future-Oriented Repetitive Thought, Depressive Symptoms, and Suicide Ideation Severity: Role of Future-Event Fluency and Depressive Predictive Certainty. Journal of Affective Disorders, 335, 401-409. Link
Rosario-Williams, B., Akter, S., Kaur, S., & Miranda, R. (2023). Cognitive Accessibility and Attention Disengagement Bias in Suicide Ideation. Journal of Psychopathology and Clinical Science, 132(2), 173–184. Link
Rice, J., Rosario-Williams, B., Williams, F., West-Livingston, L., Savage, D., Wilensky, J. A., & Landry, A. (2023). Impostor Syndrome among Minority Medical Students Who are Underrepresented in Medicine. Journal of the National Medical Association. Link
Xu, M., Rosario-Williams, B., Kline, E., & Miranda, R. (2022). Social cognitive mechanisms between psychological maltreatment and adolescent suicide ideation: Race/ethnicity and gender as moderators. Psychology of Violence, 12(6), 393–402. Link
Rosario-Williams, B., Ray, M., Rowe-Harriott, S., Jeglic, E., & Miranda, R. (2022). Factors precipitating suicide attempts vary across race. The Journal of American College Health, 70(2), 568-574. Link
Rosario-Williams, B., Kaur, S., & Miranda, R. (2021). Examining Decentering as a Potential Buffer in the Relation between Non-Suicidal Self-Injury and Psychological Symptoms. Suicide and Life-Threatening Behaviors, 51(4), 741-754. Link
Rosario-Williams, B., Rombola, C., & Miranda, R. (2021). Being Certain that Negative Events Will Happen or that Positive Events Will Not Happen: Depressive Predictive Certainty and Change in Suicide Ideation over Time. Suicide and Life-Threatening Behaviors, 51(6), 1106–1116. Link
Robles, G., Dellucci, T. V., Rosario-Williams, B., Jimenez, R. H., Rodríguez-Díaz, C. E., & Starks, T. J. (2022). Factors associated with individual and couple participation in online sexual health research with Latinx sexual minority men. Journal of Latinx Psychology, 10(3), 241–252. Link

Conclusion:

Dr. Beverlin Rosario-Williams is highly suitable for the Research for Young Scientist Award due to her extensive clinical and research training, significant contributions to peer-reviewed literature, and commitment to evidence-based practices. Her background in addressing critical mental health issues, coupled with her dedication to culturally competent care, positions her as a promising candidate for this award. With continued development in research leadership and public engagement, she is likely to make even more significant contributions to the field of psychology.

Nazbanou Nozari | Cognitive psychology | Best Researcher Award

Published on 19/07/202419/07/2024 by Academic Achievements

Prof.Nazbanou Nozari | Cognitive psychology | Best Researcher Award

Professor Indiana University United States

Nazbanou (Bonnie) Nozari is a distinguished Professor in the Department of Psychological and Brain Sciences at Indiana University. Her research delves into the intricacies of cognitive neuroscience and psychology, focusing on language production and cognitive control.

Profile

Scopus

🎓 Education

Ph.D. in Cognitive Psychology (2011), University of Illinois at Urbana-Champaign
M.A. in Cognitive Psychology (2009), University of Illinois at Urbana-Champaign
M.D. (2005), Tehran University of Medical Sciences

Post-doctoral fellowships at the University of Pennsylvania and Moss Rehabilitation Research Institute further honed her expertise in cognitive neuroscience and neuropsychology.

💼 Experience

Professor, Department of Psychological and Brain Sciences, Indiana University (2023-present)
Visiting Researcher, Department of Psychology, Ghent University, Belgium (2022)
Associate Professor, Department of Psychology, Carnegie Mellon University (2019-2023)
Assistant Professor, Department of Neurology, Johns Hopkins University (2014-2018)

Dr. Nozari has also held various research and teaching assistant positions throughout her academic career.

🔬 Research Interests

Dr. Nozari’s research interests encompass cognitive control in language production, error monitoring in speech and typing, and the cognitive mechanisms underlying language processing. Her work explores how the brain supports complex cognitive tasks and adapts through learning and experience.

🏆 Awards

American Psychological Association Distinguished Scientific Award for Early Career Contribution to Psychology (2020)
APA New Investigator Award (2013)
Robert J. Glushko Award for Best Dissertation in Cognitive Science (2012)
Outstanding Teacher Award, University of Illinois (2010)

📚 Publications

Nozari, N. & Martin, R. C. (2024). Is working memory domain-general or domain-specific? Trends in Cognitive Sciences.
Murphy, T. K., Nozari, N., & Holt, L. L. (2023). Transfer of statistical learning from passive speech perception to speech production. Psychonomic Bulletin & Review.
Pinet, S. & Nozari, N. (2023). Different electrophysiological signatures of similarity-induced and Stroop-like interference in language production. Journal of Cognitive Neuroscience.
Black, J. & Nozari, N. (2023). Precision of phonological errors in aphasia supports resource models of phonological working memory in language production. Cognitive Neuropsychology.
Shekari, E., & Nozari, N. (2023). A narrative review of the anatomy and function of the white matter tracts in language production and comprehension. Frontiers in Human Neuroscience.

Beverlin Rosario-Williams | Psychology | Young Scientist Award

Dr. Beverlin Rosario-Williams | Psychology | Young Scientist Award

Strengths for the Award:

Areas for Improvement:

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Nazbanou Nozari | Cognitive psychology | Best Researcher Award

Prof.Nazbanou Nozari | Cognitive psychology | Best Researcher Award

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Dr. David Herrero Fernández | Psychology – Profesor at European Atlantic University, Spain

Academic Profile:

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Publications:

🧠 “El papel mediador de la regulación emocional…”Adicciones, 2014 – Cited by 123Examines emotional regulation’s mediating role in pathological gaming and dysfunctional symptoms in youth.

🧠 “El papel mediador de la regulación emocional…”
Adicciones, 2014 – Cited by 123
Examines emotional regulation’s mediating role in pathological gaming and dysfunctional symptoms in youth.

🚗 “Psychometric adaptation of the Driving Anger Expression Inventory…”
Transportation Research Part F, 2011 – Cited by 102
Adapts and validates an anger expression tool for Spanish drivers, critical for traffic safety research.

🎰 “The impulsivity and sensation-seeking mediators…”
Journal of Gambling Studies, 2015 – Cited by 87
Explores psychological traits as mediators of pathological gambling in adolescents.

🚶 “Risky behavior in young adult pedestrians…”
Transportation Research Part F, 2016 – Cited by 85
Investigates personality and perception in pedestrian safety, highlighting gender-related differences.

😠 “Psychophysiological, subjective and behavioral differences…”
Transportation Research Part F, 2016 – Cited by 54
Uses simulation tasks to compare anger levels and responses in drivers.

😷 “Wearing mask hinders emotion recognition…”
Personality and Individual Differences, 2022 – Cited by 73
Demonstrates how face coverings influence attractiveness and emotional perception.

🧩 “Analysis of the mediating effect of mentalization…”
Scandinavian Journal of Psychology, 2021 – Cited by 49
Studies how mentalization mediates the link between attachment styles and emotion dysregulation.

Persian Workbook for First Grade (Gamino) (2024)
Published by Arshadan 📖.
Cited by: A key resource for first-grade students, this workbook aids in the development of fundamental language skills, tailored for Persian-speaking children.