Allan Wigfield

60.3k total citations · 22 hit papers
142 papers, 37.4k citations indexed

About

Allan Wigfield is a scholar working on Experimental and Cognitive Psychology, Education and Social Psychology. According to data from OpenAlex, Allan Wigfield has authored 142 papers receiving a total of 37.4k indexed citations (citations by other indexed papers that have themselves been cited), including 79 papers in Experimental and Cognitive Psychology, 56 papers in Education and 51 papers in Social Psychology. Recurrent topics in Allan Wigfield's work include Education, Achievement, and Giftedness (69 papers), Motivation and Self-Concept in Sports (31 papers) and Early Childhood Education and Development (27 papers). Allan Wigfield is often cited by papers focused on Education, Achievement, and Giftedness (69 papers), Motivation and Self-Concept in Sports (31 papers) and Early Childhood Education and Development (27 papers). Allan Wigfield collaborates with scholars based in United States, Germany and Australia. Allan Wigfield's co-authors include Jacquelynne S. Eccles, John T. Guthrie, David A. Reuman, Carol Midgley, Christy M. Buchanan, Phyllis C. Blumenfeld, Judith L. Meece, Rena D. Harold, Douglas Mac Iver and Ulrich Schiefele and has published in prestigious journals such as Psychological Bulletin, American Psychologist and Child Development.

In The Last Decade

Allan Wigfield

139 papers receiving 32.8k citations

Hit Papers

Expectancy–Value Theory of Achievement Motivation 1990 2026 2002 2014 2000 2002 1993 1993 2002 1000 2.0k 3.0k 4.0k
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. Expectancy–Value Theory of Achievement Motivation
    2000 4.7k citations Allan Wigfield, Jacquelynne S. Eccles Contemporary Educational Psychology profile →
  2. Motivational Beliefs, Values, and Goals
    2002 4.5k citations Jacquelynne S. Eccles, Allan Wigfield Annual Review of Psychology profile →
  3. Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families.
    1993 1.8k citations Jacquelynne S. Eccles, Carol Midgley et al. American Psychologist profile →
  4. Development during adolescence: The impact of stage€nvironment fit on young adolescents' experiences in schools and in families.
    1993 1.7k citations Jacquelynne S. Eccles, Carol Midgley et al. American Psychologist profile →
  5. Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve
    2002 1.3k citations Jacquelynne S. Eccles, Allan Wigfield et al. Child Development profile →
  6. In the Mind of the Actor: The Structure of Adolescents' Achievement Task Values and Expectancy-Related Beliefs
    1995 1.2k citations Jacquelynne S. Eccles, Allan Wigfield profile →
  7. From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
    2020 1.2k citations Jacquelynne S. Eccles, Allan Wigfield Contemporary Educational Psychology profile →
  8. The development of achievement task values: A theoretical analysis
    1992 1.2k citations Allan Wigfield, Jacquelynne S. Eccles Developmental Review profile →
  9. Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School
    1993 957 citations Jacquelynne S. Eccles, Allan Wigfield et al. Child Development profile →
  10. Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics.
    1990 892 citations Allan Wigfield, Jacquelynne S. Eccles et al. profile →
  11. Relations of children's motivation for reading to the amount and breadth or their reading.
    1997 873 citations Allan Wigfield, John T. Guthrie profile →
  12. Expectancy-value theory of achievement motivation: A developmental perspective
    1994 869 citations Allan Wigfield Educational Psychology Review profile →
  13. Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School
    1993 814 citations Jacquelynne S. Eccles, Allan Wigfield et al. Child Development profile →
  14. Motivation to succeed.
    1998 783 citations Jacquelynne S. Eccles, Allan Wigfield et al. profile →
  15. Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study.
    1997 754 citations Allan Wigfield, Jacquelynne S. Eccles et al. profile →
  16. Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school.
    1991 718 citations Allan Wigfield, Jacquelynne S. Eccles et al. profile →
  17. Engagement and Motivation in Reading
    2000 709 citations John T. Guthrie, Allan Wigfield profile →
  18. Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes
    2010 637 citations Allan Wigfield et al. Developmental Review profile →
  19. Dimensions of Children's Motivation for Reading and Their Relations to Reading Activity and Reading Achievement
    1999 579 citations Allan Wigfield et al. profile →
  20. Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence
    2012 468 citations Jens Møller, Allan Wigfield et al. profile →
  21. How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement.
    2016 283 citations Katherine Muenks, Allan Wigfield et al. profile →
  22. The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues’ Situated Expectancy-Value Model of Achievement Performance and Choice
    2024 34 citations Jacquelynne S. Eccles, Allan Wigfield Educational Psychology Review profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Allan Wigfield United States 67 19.9k 14.8k 12.8k 10.3k 5.5k 142 37.4k
Paul R. Pintrich United States 58 25.0k 1.3× 11.8k 0.8× 11.8k 0.9× 20.2k 2.0× 2.3k 0.4× 96 43.0k
Carol S. Dweck United States 101 18.5k 0.9× 25.5k 1.7× 28.8k 2.3× 11.0k 1.1× 5.6k 1.0× 248 59.8k
Dale H. Schunk United States 63 17.0k 0.9× 7.4k 0.5× 7.7k 0.6× 12.8k 1.2× 2.2k 0.4× 161 31.3k
Andrew J. Elliot United States 97 10.4k 0.5× 23.7k 1.6× 30.5k 2.4× 7.3k 0.7× 3.9k 0.7× 269 50.8k
Reinhard Pekrun Germany 83 12.4k 0.6× 13.2k 0.9× 14.2k 1.1× 6.9k 0.7× 1.2k 0.2× 260 30.5k
Jacquelynne S. Eccles United States 119 34.0k 1.7× 21.8k 1.5× 23.7k 1.9× 9.6k 0.9× 17.5k 3.2× 359 67.8k
Barry J. Zimmerman United States 74 21.7k 1.1× 6.3k 0.4× 7.4k 0.6× 20.3k 2.0× 1.6k 0.3× 229 39.2k
Frank Pajares United States 50 11.1k 0.6× 6.2k 0.4× 5.7k 0.4× 5.2k 0.5× 2.5k 0.5× 82 20.2k
L. S. Vygotsky United States 23 26.5k 1.3× 4.0k 0.3× 4.8k 0.4× 19.0k 1.8× 1.4k 0.2× 39 50.2k
John Hattie Australia 61 18.5k 0.9× 3.1k 0.2× 4.8k 0.4× 7.1k 0.7× 1.8k 0.3× 324 30.0k

Countries citing papers authored by Allan Wigfield

Since Specialization
Citations

This map shows the geographic impact of Allan Wigfield's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Allan Wigfield with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Allan Wigfield more than expected).

Fields of papers citing papers by Allan Wigfield

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Allan Wigfield. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Allan Wigfield. The network helps show where Allan Wigfield may publish in the future.

Co-authorship network of co-authors of Allan Wigfield

This figure shows the co-authorship network connecting the top 25 collaborators of Allan Wigfield. A scholar is included among the top collaborators of Allan Wigfield based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Allan Wigfield. Allan Wigfield is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Jansen, Thorben, Jennifer Meyer, Johanna Fleckenstein, Allan Wigfield, & Jens Møller. (2025). “Can (A)I do this task?” The role of AI as a socializer of students' self-beliefs of their abilities. Learning and Individual Differences. 122. 102731–102731. 2 indexed citations
2.
Eccles, Jacquelynne S. & Allan Wigfield. (2025). Expectancy value theory's contribution to unpacking the black box of motivation. Behavioral and Brain Sciences. 48. e32–e32. 2 indexed citations
3.
Bembenutty, Héfer, Anastasia Kitsantas, Maria K. DiBenedetto, et al.. (2024). Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence. Educational Psychology Review. 36(4). 2 indexed citations
4.
Lee, Hye Rin, Xin Tang, Ji Seung Yang, et al.. (2023). Networks and directed acyclic graphs: Initial steps to efficiently examine causal relations between expectancies, values, and prior achievement. Current Psychology. 43(8). 7547–7563. 4 indexed citations
5.
Rosenzweig, Emily Q., Allan Wigfield, & Jacquelynne S. Eccles. (2021). Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research. Educational Psychologist. 57(1). 11–30. 87 indexed citations
6.
Gaspard, Hanna, Fani Lauermann, Norman Rose, Allan Wigfield, & Jacquelynne S. Eccles. (2019). Cross-Domain Trajectories of Students’ Ability Self-Concepts and Intrinsic Values in Math and Language Arts. Child Development. 91(5). 1800–1818. 53 indexed citations
7.
Muenks, Katherine, Allan Wigfield, & Jacquelynne S. Eccles. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review. 48. 24–39. 161 indexed citations
8.
Muenks, Katherine, Ji Seung Yang, & Allan Wigfield. (2017). Associations between grit, motivation, and achievement in high school students.. Motivation Science. 4(2). 158–176. 127 indexed citations
9.
Rosenzweig, Emily Q. & Allan Wigfield. (2016). STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go. Educational Psychologist. 51(2). 146–163. 158 indexed citations
10.
Wigfield, Allan, et al.. (2016). Beyond Cognition: Reading Motivation and Reading Comprehension. Child Development Perspectives. 10(3). 190–195. 197 indexed citations
11.
Rosenzweig, Emily Q. & Allan Wigfield. (2016). What if reading is easy but unimportant? How students’ patterns of affirming and undermining motivation for reading information texts predict different reading outcomes. Contemporary Educational Psychology. 48. 133–148. 26 indexed citations
12.
Eccles, Jacquelynne S. & Allan Wigfield. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology. 53(1). 109–132. 4453 indexed citations breakdown →
13.
Wigfield, Allan & Jacquelynne S. Eccles. (2000). Expectancy–Value Theory of Achievement Motivation. Contemporary Educational Psychology. 25(1). 68–81. 4695 indexed citations breakdown →
14.
Wigfield, Allan & John T. Guthrie. (1997). Motivation for Reading: An Overview. Educational Psychologist. 32(2). 57–58. 20 indexed citations
15.
Wigfield, Allan & Ann McCann. (1997). Children's Motivations for Reading (National Reading Research Center).. The Reading Teacher. 50(4). 3 indexed citations
16.
Galper, Alice, Allan Wigfield, & Carol Seefeldt. (1997). Head Start Parents' Beliefs about Their Children's Abilities, Task Values, and Performances on Different Activities. Child Development. 68(5). 897–907. 78 indexed citations
17.
Eccles, Jacquelynne S., Carol Midgley, Allan Wigfield, Christy M. Buchanan, & David A. Reuman. (1993). Development during adolescence: The impact of stage€nvironment fit on young adolescents' experiences in schools and in families.. American Psychologist. 48(2). 90–101. 1748 indexed citations breakdown →
18.
Eccles, Jacquelynne S., Allan Wigfield, Rena D. Harold, & Phyllis C. Blumenfeld. (1993). Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School. Child Development. 64(3). 830–830. 814 indexed citations breakdown →
19.
Eccles, Jacquelynne S., Allan Wigfield, Constance A. Flanagan, et al.. (1989). Self‐Concepts, Domain Values, and Self‐Esteem: Relations and Changes at Early Adolescence. Journal of Personality. 57(2). 283–310. 373 indexed citations
20.
Wigfield, Allan & Steven R. Asher. (1978). Age differences in children's referential communication performance : an investigation of task effects. Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign). 29 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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