Amy L. Reschly

9.2k total citations · 3 hit papers
46 papers, 5.2k citations indexed

About

Amy L. Reschly is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, Amy L. Reschly has authored 46 papers receiving a total of 5.2k indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 17 papers in Developmental and Educational Psychology and 13 papers in Safety Research. Recurrent topics in Amy L. Reschly's work include Early Childhood Education and Development (26 papers), Parental Involvement in Education (16 papers) and Reading and Literacy Development (10 papers). Amy L. Reschly is often cited by papers focused on Early Childhood Education and Development (26 papers), Parental Involvement in Education (16 papers) and Reading and Literacy Development (10 papers). Amy L. Reschly collaborates with scholars based in United States and Chile. Amy L. Reschly's co-authors include Sandra L. Christenson, Cathy Wylie, James J. Appleton, Dong-Jin Kim, E. Scott Huebner, Susan P. Antaramian, Joseph Betts, Todd W. Busch, Stanley L. Deno and Jeffrey D. Long and has published in prestigious journals such as Journal of School Psychology, School Psychology Review and Psychology in the Schools.

In The Last Decade

Amy L. Reschly

44 papers receiving 4.8k citations

Hit Papers

align trajectories

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.

Handbook of Research on Student Engagement

2012 2.1k citations Sandra L. Christenson, Amy L. Reschly et al. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)) profile →
Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument

2006 1.1k citations James J. Appleton, Sandra L. Christenson et al. Journal of School Psychology profile →
Handbook of Research on Student Engagement

2022 129 citations Amy L. Reschly, Sandra L. Christenson profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Amy L. Reschly United States	23	3.3k	1.6k	1.4k	1.1k	799	46	5.2k
Carrie Furrer United States	16	2.9k 0.9×	899 0.6×	1.7k 1.2×	1.4k 1.3×	876 1.1×	28	5.1k
Ellen L. Usher United States	30	3.1k 0.9×	1.2k 0.7×	1.9k 1.3×	673 0.6×	1.4k 1.8×	74	5.6k
Barbara A. Greene United States	26	2.3k 0.7×	1.3k 0.9×	1.5k 1.1×	473 0.4×	1.4k 1.8×	58	4.5k
Manuel Martinez-Pons United States	16	3.0k 0.9×	2.2k 1.4×	1.6k 1.2×	643 0.6×	1.4k 1.7×	27	5.5k
James J. Appleton United States	18	2.4k 0.7×	818 0.5×	932 0.7×	797 0.7×	427 0.5×	28	3.6k
Stuart A. Karabenick United States	41	2.7k 0.8×	1.5k 1.0×	1.7k 1.2×	825 0.8×	1.6k 2.0×	125	5.5k
Erika A. Patall United States	31	2.5k 0.8×	902 0.6×	1.6k 1.2×	816 0.7×	1.1k 1.4×	62	5.1k
Hyungshim Jang South Korea	13	2.2k 0.7×	1.3k 0.9×	3.5k 2.5×	664 0.6×	1.4k 1.8×	22	5.3k
Helen Patrick United States	35	3.8k 1.2×	1.4k 0.9×	2.2k 1.6×	583 0.5×	1.8k 2.2×	71	5.7k
Ronnel B. King Hong Kong	42	2.3k 0.7×	934 0.6×	3.3k 2.4×	1.4k 1.3×	2.0k 2.5×	250	6.4k

Countries citing papers authored by Amy L. Reschly

Since Specialization

Citations

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

Fields of papers citing papers by Amy L. Reschly

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amy L. Reschly

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

All Works

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20 of 20 papers shown

Reschly, Amy L., et al.. (2023). Assessment of Engagement and Disaffection With the Student Engagement Instrument. Journal of Psychoeducational Assessment. 41(8). 934–941.

Appleton, James J., et al.. (2023). A Preliminary Examination of Student Engagement Before and During COVID-19 in the U.S. Child Indicators Research. 16(6). 2347–2372.

Varela, Jorge J., et al.. (2022). Cross-Cultural Validation of the Student Engagement Instrument for Chilean Students. Journal of Psychoeducational Assessment. 41(2). 226–233. 1 indexed citations

Reschly, Amy L., et al.. (2022). The role of high school student engagement in postsecondary enrollment. Psychology in the Schools. 59(11). 2183–2207. 3 indexed citations

Reschly, Amy L. & Sandra L. Christenson. (2022). Handbook of Research on Student Engagement. 129 indexed citations breakdown →

Reschly, Amy L., et al.. (2018). Measuring the Engagement of College Students: Administration Format, Structure, and Validity of the Student Engagement Instrument–College. Measurement and Evaluation in Counseling and Development. 52(2). 90–107. 15 indexed citations

Reschly, Amy L., et al.. (2014). EXAMINING CONGRUENCE WITHIN SCHOOL-FAMILY PARTNERSHIPS: DEFINITION, IMPORTANCE, AND CURRENT MEASUREMENT APPROACHES. Psychology in the Schools. 51(3). 296–315. 11 indexed citations

Reschly, Amy L. & Sandra L. Christenson. (2013). Grade retention: Historical perspectives and new research. Journal of School Psychology. 51(3). 319–322. 19 indexed citations

Barry, Melissa & Amy L. Reschly. (2012). Longitudinal predictors of high school completion.. School Psychology Quarterly. 27(2). 74–84. 24 indexed citations

10.

Reschly, Amy L. & Sandra L. Christenson. (2012). Jingle, Jangle, 1 and Conceptual Haziness 2 : Evolution and Future Directions of the Engagement Construct. 4 indexed citations

11.

Reschly, Amy L., et al.. (2012). Measuring student engagement among elementary students: Pilot of the Student Engagement Instrument—Elementary Version.. School Psychology Quarterly. 27(2). 61–73. 71 indexed citations

12.

Christenson, Sandra L., Amy L. Reschly, & Cathy Wylie. (2012). Handbook of Research on Student Engagement. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 2114 indexed citations breakdown →

13.

Grier‐Reed, Tabitha, et al.. (2012). Exploring the Student Engagement Instrument and Career Perceptions with College Students. Journal of Educational and Developmental Psychology. 2(2). 39 indexed citations

14.

Reschly, Amy L., Todd W. Busch, Joseph Betts, Stanley L. Deno, & Jeffrey D. Long. (2009). Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology. 47(6). 427–469. 213 indexed citations

15.

Huebner, E. Scott, et al.. (2009). The Incremental Validity of Positive Emotions in Predicting School Functioning. Journal of Psychoeducational Assessment. 27(5). 397–408. 62 indexed citations

16.

Christenson, Sandra L., et al.. (2008). Best practices in fostering student engagement. 1099–1120. 116 indexed citations

17.

Deno, Stanley L., et al.. (2008). Developing a school‐wide progress‐monitoring system. Psychology in the Schools. 46(1). 44–55. 50 indexed citations

18.

Reschly, Amy L., E. Scott Huebner, James J. Appleton, & Susan P. Antaramian. (2008). Engagement as flourishing: The contribution of positive emotions and coping to adolescents' engagement at school and with learning. Psychology in the Schools. 45(5). 419–431. 359 indexed citations

19.

Busch, Todd W. & Amy L. Reschly. (2007). Progress Monitoring in Reading. Assessment for Effective Intervention. 32(4). 223–230. 26 indexed citations

20.

Reschly, Amy L. & Sandra L. Christenson. (2006). Prediction of Dropout Among Students With Mild Disabilities. Remedial and Special Education. 27(5). 276–292. 200 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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