Amy E. Luckner

1.1k total citations
8 papers, 788 citations indexed

About

Amy E. Luckner is a scholar working on Clinical Psychology, Education and Social Psychology. According to data from OpenAlex, Amy E. Luckner has authored 8 papers receiving a total of 788 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Clinical Psychology, 7 papers in Education and 2 papers in Social Psychology. Recurrent topics in Amy E. Luckner's work include Child and Adolescent Psychosocial and Emotional Development (4 papers), Early Childhood Education and Development (4 papers) and Parental Involvement in Education (3 papers). Amy E. Luckner is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (4 papers), Early Childhood Education and Development (4 papers) and Parental Involvement in Education (3 papers). Amy E. Luckner collaborates with scholars based in United States. Amy E. Luckner's co-authors include Robert C. Pianta, Michelle M. Englund, Byron Egeland, Jason T. Downer, Leslie M. Booren, David P. Valentiner, Nina S. Mounts, Christine K. Malecki and Yoonsun Pyun and has published in prestigious journals such as Journal of Educational Psychology, Early Childhood Research Quarterly and Journal of Applied Developmental Psychology.

In The Last Decade

Amy E. Luckner

8 papers receiving 714 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Amy E. Luckner United States	4	676	340	131	85	64	8	788
Priscilla Goble United States	12	496 0.7×	220 0.6×	118 0.9×	99 1.2×	117 1.8×	20	682
Martti Siekkinen Finland	14	742 1.1×	174 0.5×	269 2.1×	93 1.1×	46 0.7×	24	845
Sarah Miles United States	6	328 0.5×	215 0.6×	120 0.9×	87 1.0×	25 0.4×	9	491
Elly Singer Netherlands	13	429 0.6×	195 0.6×	185 1.4×	99 1.2×	140 2.2×	45	612
Tyler E. Smith United States	11	374 0.6×	277 0.8×	74 0.6×	52 0.6×	32 0.5×	37	522
Martine Broekhuizen Netherlands	11	401 0.6×	175 0.5×	129 1.0×	44 0.5×	71 1.1×	29	489
Nikki Aikens United States	10	547 0.8×	133 0.4×	247 1.9×	30 0.4×	64 1.0×	36	700
Nancy File United States	11	654 1.0×	298 0.9×	172 1.3×	28 0.3×	55 0.9×	30	763
Dawn Marie Decker United States	9	278 0.4×	156 0.5×	135 1.0×	84 1.0×	34 0.5×	13	439
Karen Burstein United States	13	328 0.5×	167 0.5×	186 1.4×	31 0.4×	55 0.9×	27	546

Countries citing papers authored by Amy E. Luckner

Since Specialization

Citations

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

Fields of papers citing papers by Amy E. Luckner

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amy E. Luckner. 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 Amy E. Luckner. The network helps show where Amy E. Luckner may publish in the future.

Co-authorship network of co-authors of Amy E. Luckner

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

All Works

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8 of 8 papers shown

1.

Malecki, Christine K., et al.. (2022). You can't sit with us…just kidding! An investigation into the association between empathy and prosocial teasing. Psychology in the Schools. 59(4). 832–844. 2 indexed citations

2.

Mounts, Nina S., et al.. (2015). Mothers' Management of Adolescent Peer Relationships: Associations With Aggressive, Prosocial, and Playful Behavior. The Journal of Genetic Psychology. 176(5). 299–314. 12 indexed citations

3.

Luckner, Amy E., et al.. (2011). Casual Sex in Adolescence: Outcomes and Implications for Practice.. Communique. 39(6). 1 indexed citations

4.

Luckner, Amy E. & Robert C. Pianta. (2011). Teacher–student interactions in fifth grade classrooms: Relations with children's peer behavior. Journal of Applied Developmental Psychology. 32(5). 257–266. 147 indexed citations

5.

Downer, Jason T., et al.. (2009). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions. Early Childhood Research Quarterly. 25(1). 1–16. 227 indexed citations

6.

Englund, Michelle M., et al.. (2004). Children's Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance.. Journal of Educational Psychology. 96(4). 723–730. 396 indexed citations

7.

Englund, Michelle M. & Amy E. Luckner. (2004). The Importance of Global School Engagement for High School Completion. 2 indexed citations

8.

Englund, Michelle M., et al.. (2003). The Importance of Early Parenting for Children's Long-term Educational Attainment. 1 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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