Amélie Roy

751 total citations
5 papers, 554 citations indexed

About

Amélie Roy is a scholar working on Experimental and Cognitive Psychology, Social Psychology and Education. According to data from OpenAlex, Amélie Roy has authored 5 papers receiving a total of 554 indexed citations (citations by other indexed papers that have themselves been cited), including 4 papers in Experimental and Cognitive Psychology, 3 papers in Social Psychology and 3 papers in Education. Recurrent topics in Amélie Roy's work include Education, Achievement, and Giftedness (4 papers), Parental Involvement in Education (3 papers) and Motivation and Self-Concept in Sports (3 papers). Amélie Roy is often cited by papers focused on Education, Achievement, and Giftedness (4 papers), Parental Involvement in Education (3 papers) and Motivation and Self-Concept in Sports (3 papers). Amélie Roy collaborates with scholars based in Canada. Amélie Roy's co-authors include Frédéric Guay, Catherine F. Ratelle, David Litalien, Pierre Valois and Stéphane Duchesne and has published in prestigious journals such as British Journal of Educational Psychology, Learning and Individual Differences and The Journal of Early Adolescence.

In The Last Decade

Amélie Roy

5 papers receiving 505 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Amélie Roy Canada	5	325	258	193	93	84	5	554
Kim Stroet Netherlands	9	340 1.0×	380 1.5×	199 1.0×	127 1.4×	76 0.9×	12	670
Anna Tapola Finland	12	253 0.8×	263 1.0×	307 1.6×	154 1.7×	65 0.8×	30	573
Eleftheria Ν. Gonida Greece	11	470 1.4×	248 1.0×	283 1.5×	123 1.3×	193 2.3×	28	757
Matthew A. Easter United States	7	182 0.6×	257 1.0×	179 0.9×	68 0.7×	45 0.5×	13	420
Sungjun Won United States	10	211 0.6×	171 0.7×	116 0.6×	112 1.2×	200 2.4×	16	493
Shu‐Shen Shih Taiwan	14	210 0.6×	293 1.1×	290 1.5×	99 1.1×	184 2.2×	18	573
Brigitte Maria Brisson Germany	8	288 0.9×	247 1.0×	335 1.7×	106 1.1×	52 0.6×	10	562
Jeanne M. Friedel United States	3	334 1.0×	219 0.8×	257 1.3×	117 1.3×	56 0.7×	4	560
Olga Godes United States	2	255 0.8×	224 0.9×	278 1.4×	141 1.5×	36 0.4×	2	545

Countries citing papers authored by Amélie Roy

Since Specialization

Citations

This map shows the geographic impact of Amélie Roy'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 Amélie Roy with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amélie Roy more than expected).

Fields of papers citing papers by Amélie Roy

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amélie Roy. 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 Amélie Roy. The network helps show where Amélie Roy may publish in the future.

Co-authorship network of co-authors of Amélie Roy

This figure shows the co-authorship network connecting the top 25 collaborators of Amélie Roy. A scholar is included among the top collaborators of Amélie Roy 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 Amélie Roy. Amélie Roy is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

5 of 5 papers shown

1.

Guay, Frédéric, Amélie Roy, & Pierre Valois. (2017). Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction. British Journal of Educational Psychology. 87(2). 224–240. 52 indexed citations

2.

Roy, Amélie, Frédéric Guay, & Pierre Valois. (2015). The big-fish–little-pond effect on academic self-concept: The moderating role of differentiated instruction and individual achievement. Learning and Individual Differences. 42. 110–116. 42 indexed citations

3.

Roy, Amélie, Frédéric Guay, & Pierre Valois. (2012). Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale. International Journal of Inclusive Education. 17(11). 1186–1204. 120 indexed citations

4.

Duchesne, Stéphane, Catherine F. Ratelle, & Amélie Roy. (2011). Worries About Middle School Transition and Subsequent Adjustment. The Journal of Early Adolescence. 32(5). 681–710. 52 indexed citations

5.

Guay, Frédéric, Catherine F. Ratelle, Amélie Roy, & David Litalien. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences. 20(6). 644–653. 288 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.

Explore authors with similar magnitude of impact