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Social Sciences and Humanities
China
2026

D-Index & Metrics

Social Sciences and Humanities

D-Index
76
Citations
20194
World Ranking
509
National Ranking
8

Timothy Teo publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Timothy Teo sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 264 publications — 81st percentile

81% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Timothy Teo D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Timothy Teo sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 76 D-Index — 94th percentile

94% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Research.com Recognitions

  • 2026 - Research.com Social Sciences and Humanities in China Leader Award
  • 2025 - Research.com Social Sciences and Humanities in China Leader Award

Overview

Timothy Teo is affiliated with the Chinese University of Hong Kong in China and works within the social sciences, focusing primarily on education, sociology and political science, information systems and management, social psychology, and information systems. Their research predominantly covers themes related to technology adoption and user behaviour, impact of technology on adolescents, online and blended learning, gender and technology in education, online learning and analytics, EFL/ESL teaching and learning, and AI in service interactions.

Recent publications by Timothy Teo and collaborators include:

  • Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review, 2021, Computers & Education
  • Explaining Chinese university students' continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective, 2020, Computers & Education
  • Understanding continuance intention among MOOC participants: The role of habit and MOOC performance, 2020, Computers in Human Behavior
  • The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring, 2021, Computers & Education
  • Investigating the antecedents of university students' perceived ease of using the Internet for learning, 2020, Interactive Learning Environments

Timothy Teo frequently publishes in several key venues, including:

  • Computers & Education
  • PsycTESTS Dataset
  • Interactive Learning Environments
  • Educational Technology Research and Development
  • Frontiers in Psychology

Their frequent co-authors are:

  • Fang Huang
  • Natasha Anne Rappa
  • Hai Min Dai
  • Ronny Scherer
  • Ali Derakhshan

Their body of work intersects strongly with technology and education, emphasizing aspects such as learner continuance intention in MOOCs, academic self-efficacy, and teacher training for emergent skills relevant to the Fourth Industrial Revolution. The scientist's research contributes to understanding the behavioural and psychological factors influencing technology adoption in educational contexts across diverse populations. The integration of social sciences with information systems and educational technology is a notable element of their scholarly activity.

Best Publications

  • Modelling technology acceptance in education: A study of pre-service teachers

    Timothy Teo

  • Factors influencing teachers' intention to use technology: Model development and test

    Timothy Teo

  • Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model

    Timothy Teo;Chwee Beng Lee;Ching Sing Chai

  • Pre-Service Teachers' Attitudes towards Computer Use: A Singapore Survey.

    Timothy Teo

  • An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach

    Timothy Teo;Jan Noyes

  • Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM)

    Timothy Teo;Chwee Beng Lee;Ching Sing Chai;Su Luan Wong

  • A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context

    Timothy Teo

  • A Cross-Cultural Examination of the Intention to Use Technology between Singaporean and Malaysian Pre-Service teachers: An Application of the Technology Acceptance Model (TAM)

    Timothy Teo;Wong Su Luan;Chai Ching Sing

  • Application of Structural Equation Modeling in Educational Research and Practice

    Ernest Afari;Andrew Martin;Diana Mîndrilă;Diane M. Monrad

  • Beliefs about teaching and uses of technology among pre‐service teachers

    Timothy Teo;Ching Sing Chai;David Hung;Chwee Beng Lee

  • Examining the intention to use technology among pre-service teachers: an integration of the Technology Acceptance Model and Theory of Planned Behavior

    Timothy Teo

  • Explaining the intention to use technology among pre-service teachers: a multi-group analysis of the Unified Theory of Acceptance and Use of Technology

    Timothy Teo;Jan Noyes

  • Explaining the intention to use technology among university students: a structural equation modeling approach

    Timothy Teo;Mingming Zhou

  • Explaining the Intention to Use Technology among Student Teachers: An Application of the Theory of Planned Behavior (TPB)

    Timothy Teo;Chwee Beng Lee

  • An initial development and validation of a Digital Natives Assessment Scale (DNAS)

    Timothy Teo

  • Attitudes toward Computers: A Study of Post-Secondary Students in Singapore

    Timothy Teo

  • Examining the influence of subjective norm and facilitating conditions on the intention to use technology among pre-service teachers: a structural equation modeling of an extended technology acceptance model

    Timothy Teo

  • Explicating the influences that explain intention to use technology among English teachers in China

    Timothy Teo;Fang Huang;Cathy Ka Weng Hoi

  • Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective

    Hai Min Dai;Hai Min Dai;Timothy Teo;Natasha Anne Rappa;Fang Huang

  • Unpacking teachers’ intentions to integrate technology: A meta-analysis

    Ronny Scherer;Timothy Teo

  • Becoming more specific

    Ronny Scherer;Fazilat Siddiq;Timothy Teo

  • Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore

    Ching Sing Chai;Myint Swe Khine;Timothy Teo

Frequent Co-Authors

Fang Huang
Fang Huang University of Science and Technology of China
Ching Sing Chai
Ching Sing Chai Chinese University of Hong Kong
Ronny Scherer
Ronny Scherer University of Oslo
Francisco José García-Peñalvo
Francisco José García-Peñalvo University of Salamanca
Joyce Hwee Ling Koh
Joyce Hwee Ling Koh University of Otago
Xuesong Gao
Xuesong Gao University of New South Wales
Xitao Fan
Xitao Fan Chinese University of Hong Kong
David J. Hargreaves
David J. Hargreaves AstraZeneca (United Kingdom)
Andrew J. Martin
Andrew J. Martin University of New South Wales
Gavin T. L. Brown
Gavin T. L. Brown University of Auckland

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