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Identifying the Most Cited Articles and Authors in Educational Psychology Journals from 1988 to 2023

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Bibliographic Details
Title: Identifying the Most Cited Articles and Authors in Educational Psychology Journals from 1988 to 2023
Language: English
Authors: Waseem Hassan, Amedee Marchand Martella (ORCID 0000-0002-9207-4300), Daniel H. Robinson
Source: Educational Psychology Review. 2024 36(3).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2222208
Document Type: Journal Articles
Information Analyses
Descriptors: Educational Psychology, Educational Research, Citations (References), Journal Articles, Authors, Bibliometrics, Networks, Productivity
DOI: 10.1007/s10648-024-09938-2
ISSN: 1040-726X
1573-336X
Abstract: Over the past 30 years, several reviews have examined scholarly contributions of individual researchers and institutions in the field of educational psychology (Fong et al., Educational Psychology Review 34:2379-2403, 2022; Greenbaum et al., Educational Psychology Review 28:215-223, 2016; Hsieh et al., Contemporary Educational Psychology 29:333-343, 2004; Jones et al., Contemporary Educational Psychology 35:11-16, 2010; Smith et al., Contemporary Educational Psychology 23:173-181, 1998; Smith et al., Contemporary Educational Psychology 28:422-430, 2003). However, no reviews have specifically examined scholarly impact as measured by citations since (Walberg, Current Contents 22:5-14, 1990) did so over 34 years ago. The present review focused on the period from 1988 to 2023, identifying the most cited articles and authors since Walberg's study that focused on the period from 1966-1988. Whereas most of the previous reviews have been limited in terms of brief time periods (e.g., six years) and a small set of journals (e.g., five), our scope included 12 educational psychology journals across 36 years. The most cited article (over 9000 times) by (Ryan and Deci, Contemporary Educational Psychology 25:54-67, 2000) had more than twice as many citations as the second most cited article by (Pintrich and Groot, Journal of Educational Psychology 82:33-40, 1990). Most of the top 30 most cited articles, including four of the top five, addressed the topic of motivation. With regard to highly cited authors, the top five were John Sweller, Richard E. Mayer, Fred Paas, Richard M. Ryan, and Reinhard Pekrun. Several of the 30 most cited authors have never appeared in previous lists of most productive authors. Finally, keyword and cluster analyses revealed most popular topics and collaborative networks among many of the most cited authors that may partly explain their productivity. Examining article and author impact is an important complement to productivity when considering scholarly contributions to the field of educational psychology.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1436575
Database: ERIC
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Abstract:Over the past 30 years, several reviews have examined scholarly contributions of individual researchers and institutions in the field of educational psychology (Fong et al., Educational Psychology Review 34:2379-2403, 2022; Greenbaum et al., Educational Psychology Review 28:215-223, 2016; Hsieh et al., Contemporary Educational Psychology 29:333-343, 2004; Jones et al., Contemporary Educational Psychology 35:11-16, 2010; Smith et al., Contemporary Educational Psychology 23:173-181, 1998; Smith et al., Contemporary Educational Psychology 28:422-430, 2003). However, no reviews have specifically examined scholarly impact as measured by citations since (Walberg, Current Contents 22:5-14, 1990) did so over 34 years ago. The present review focused on the period from 1988 to 2023, identifying the most cited articles and authors since Walberg's study that focused on the period from 1966-1988. Whereas most of the previous reviews have been limited in terms of brief time periods (e.g., six years) and a small set of journals (e.g., five), our scope included 12 educational psychology journals across 36 years. The most cited article (over 9000 times) by (Ryan and Deci, Contemporary Educational Psychology 25:54-67, 2000) had more than twice as many citations as the second most cited article by (Pintrich and Groot, Journal of Educational Psychology 82:33-40, 1990). Most of the top 30 most cited articles, including four of the top five, addressed the topic of motivation. With regard to highly cited authors, the top five were John Sweller, Richard E. Mayer, Fred Paas, Richard M. Ryan, and Reinhard Pekrun. Several of the 30 most cited authors have never appeared in previous lists of most productive authors. Finally, keyword and cluster analyses revealed most popular topics and collaborative networks among many of the most cited authors that may partly explain their productivity. Examining article and author impact is an important complement to productivity when considering scholarly contributions to the field of educational psychology.
ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-024-09938-2