| CIPP evaluation model scale: development, reliability and validity H Karatas, S Fer WCES 2011, 592-599, 2011 | 189* | 2011 |
| School principals’ roles in establishing collaborative professional learning communities at schools A Balyer, H Karatas, B Alci Procedia-Social and Behavioral Sciences 197, 1340-1347, 2015 | 143 | 2015 |
| Evaluation of English Curriculum at Yıldız Technical University Using CIPP Model H Karatas, S Fer Education and Science 34 (153), 47-60, 2009 | 126* | 2009 |
| Correlation among academic procrastination, personality traits, and academic achievement H Karatas Anthropologist 20 (1), 2, 2015 | 122 | 2015 |
| Academic Motivation: Gender, Domain and Grade Differences H Karatas, M Erden CY-ICER Procedia - Social and Behavioral Sciences, 708-715, 2014 | 108* | 2014 |
| An Investigation into University Students' Foreign Language Speaking Anxiety H Karatas, B Alci, M Bademcioglu, A Ergin Procedia-Social and Behavioral Sciences 232, 382-388, 2016 | 107 | 2016 |
| Akademik Motivasyon Ölçeğinin Dilsel Eşdeğerlik, Geçerlik ve Güvenirlik Çalışması H Karatas, M Erden New World Sciences Academy 7 (4), 983-1003, 2012 | 98* | 2012 |
| Üniversite öğrencilerinin başarı odaklı motivasyon düzeyleri A ERGİN, H KARATAŞ Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 33 (4), 868-887, 2018 | 90* | 2018 |
| Correlation among high school senior students’ test anxiety, academic performance and points of university entrance exam H Karatas, B Alci, H Aydin Educational Research and Reviews 8 (13), 919-926, 2013 | 90 | 2013 |
| Üniversite öğrencilerinin epistemolojik inançları, öğrenme yaklaşımları ve problem çözme becerilerinin akademik motivasyonu yordama gücü H Karataş Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul, 2011 | 89 | 2011 |
| Academic procrastination of undergraduates: Self-determination theory and academic motivation C Cavusoglu, H Karatas The Anthropologist 20 (3), 735-743, 2015 | 87 | 2015 |
| Yıldız Teknik Üniversitesi Modern Diller Bölümü İngilizce II dersi öğretim programının öğretmen ve öğrenci görüşlerine göre bağlam, girdi, süreç ve ürün (CIPP) modeli ile … H Karataş Sosyal Bilimler Enstitüsü, 2007 | 86 | 2007 |
| An Investigation of Undergraduates’ Language Learning Strategies B Karatas, H., Balyer, A., & Alci Procedia-Social and Behavioral Sciences 197, 1348-1354, 2015 | 66 | 2015 |
| Türkiye’de vatandaşlık eğitimi üzerine bir inceleme SOM İpek, H Karataş Uşak Üniversitesi Eğitim Araştırmaları Dergisi 1 (1), 33-50, 2015 | 61 | 2015 |
| Evaluation of the Curriculum of English Preparatory Classes at Yildiz Technical University Using CIPP Model. U Akpur, B Alci, H Karatas Educational research and Reviews 11 (7), 466-473, 2016 | 52 | 2016 |
| An Analysis of Undergraduates’ Study Skills A Alci, B., Karatas, H., & Balyer Procedia-Social and Behavioral Sciences 197, 1355-1362, 2015 | 50* | 2015 |
| Prediction of ELT Students’ Academic (Language) Achievement: Language Learning Orientation and Autonomous Learning H Karatas, B Alci, N Yurtseven, HG Yuksel International Online Journal of Educational Sciences, 7 (1), 160-171, 2015 | 38 | 2015 |
| YENİLİKÇİ ÖĞRETMEN ÖZELLİKLERİ: BİR ÖLÇEK GELİŞTİRME ÇALIŞMASI H Kocasaraç, H Karataş Uşak Üniversitesi Eğitim Araştırmaları Dergisi 4 (1), 34-57, 2018 | 35 | 2018 |
| The Explanation of The Academic Procrastination Behaviour of Pre-Service Teachers With Five Factor Personality Traits H Karatas, M Bademcioglu The International Journal of Research in Teacher Education 6 (2), 11-25, 2015 | 31 | 2015 |
| Profiling Individual Differences in Undergraduates’ Epistemological Beliefs: Gender, Domain and Grade Differences H Karatas, M Erden WCLTA 2011, 738-744, 2012 | 31 | 2012 |
