Anita E. Woolfolk

4.7k total citations · 2 hit papers
48 papers, 3.2k citations indexed

About

Anita E. Woolfolk is a scholar working on Social Psychology, Education and Developmental and Educational Psychology. According to data from OpenAlex, Anita E. Woolfolk has authored 48 papers receiving a total of 3.2k indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Social Psychology, 19 papers in Education and 8 papers in Developmental and Educational Psychology. Recurrent topics in Anita E. Woolfolk's work include Communication in Education and Healthcare (15 papers), Teacher Education and Leadership Studies (10 papers) and Bullying, Victimization, and Aggression (5 papers). Anita E. Woolfolk is often cited by papers focused on Communication in Education and Healthcare (15 papers), Teacher Education and Leadership Studies (10 papers) and Bullying, Victimization, and Aggression (5 papers). Anita E. Woolfolk collaborates with scholars based in United States, Netherlands and Germany. Anita E. Woolfolk's co-authors include Wayne K. Hoy, Robert L. Woolfolk, Lorraine McCune-Nicolich, Carol S. Weinstein, Mark J. Nicolich, David B. Abrams, G. Terence Wilson, Angela M. O’Donnell and Linda Meyers and has published in prestigious journals such as Journal of Consulting and Clinical Psychology, Journal of Educational Psychology and American Educational Research Journal.

In The Last Decade

Anita E. Woolfolk

44 papers receiving 2.4k citations

Hit Papers

Prospective teachers' sense of efficacy and beliefs about... 1990 2026 2002 2014 1990 1993 250 500 750
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. Prospective teachers' sense of efficacy and beliefs about control.
    1990 774 citations Anita E. Woolfolk, Wayne K. Hoy Journal of Educational Psychology profile →
  2. Teachers' Sense of Efficacy and the Organizational Health of Schools
    1993 601 citations Wayne K. Hoy, Anita E. Woolfolk The Elementary School Journal profile →

Peers

Anita E. Woolfolk
Edmund T. Emmer United States
Carolyn M. Evertson United States
Dona M. Kagan United States
Walter Doyle United States
Lilian G. Katz United States
Simon Veenman Netherlands
Theodore Coladarci United States
Maurice Galton United Kingdom
Olivia N. Saracho United States
Barbara Nye United States
Edmund T. Emmer United States
Anita E. Woolfolk
Citations per year, relative to Anita E. Woolfolk Anita E. Woolfolk (= 1×) peers Edmund T. Emmer

Countries citing papers authored by Anita E. Woolfolk

Since Specialization
Citations

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

Fields of papers citing papers by Anita E. Woolfolk

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Anita E. Woolfolk

This figure shows the co-authorship network connecting the top 25 collaborators of Anita E. Woolfolk. A scholar is included among the top collaborators of Anita E. Woolfolk 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 Anita E. Woolfolk. Anita E. Woolfolk 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.
Woolfolk, Anita E., et al.. (2011). Child and Adolescent Development. 11 indexed citations
2.
Woolfolk, Anita E., et al.. (2001). Study guide for Woolfolk Educational psychology, eighth edition. Allyn and Bacon eBooks.
3.
Woolfolk, Anita E., et al.. (1994). Teachers' Implicit Theories of Intelligence and Their Educational Goals.. Journal of research and development in education. 27(4). 253–264. 42 indexed citations
4.
Weinstein, Carol S., et al.. (1994). Protector or Prison Guard? Using Metaphors and Media to Explore Student Teachers' Thinking about Classroom Management. Action in Teacher Education. 16(1). 41–54. 16 indexed citations
5.
Hoy, Wayne K. & Anita E. Woolfolk. (1993). Teachers' Sense of Efficacy and the Organizational Health of Schools. The Elementary School Journal. 93(4). 355–372. 601 indexed citations breakdown →
6.
Woolfolk, Anita E. & Wayne K. Hoy. (1990). Prospective teachers' sense of efficacy and beliefs about control.. Journal of Educational Psychology. 82(1). 81–91. 774 indexed citations breakdown →
7.
Hoy, Wayne K. & Anita E. Woolfolk. (1990). Socialization of Student Teachers. American Educational Research Journal. 27(2). 279–300. 365 indexed citations
8.
Hoy, Wayne K. & Anita E. Woolfolk. (1990). Socialization of Student Teachers. American Educational Research Journal. 27(2). 279–279. 35 indexed citations
9.
Woolfolk, Anita E., et al.. (1985). Nonverbal communication and the study of teaching. Theory Into Practice. 24(1). 77–84. 15 indexed citations
10.
Woolfolk, Anita E.. (1985). Research perspectives on communication in classrooms. Theory Into Practice. 24(1). 3–7. 2 indexed citations
11.
Woolfolk, Anita E., et al.. (1983). Nonverbal Communication in Teaching. Review of Research in Education. 10. 103–103. 24 indexed citations
12.
Woolfolk, Anita E., et al.. (1983). Chapter 5: Nonverbal Communication in Teaching. Review of Research in Education. 10(1). 103–149. 13 indexed citations
13.
Woolfolk, Anita E., et al.. (1982). Psicología de la educación para profesores. Dialnet (Universidad de la Rioja). 6 indexed citations
14.
Weinstein, Carol S. & Anita E. Woolfolk. (1981). The classroom setting as a source of expectations about teachers and pupils. Journal of Environmental Psychology. 1(2). 117–129. 5 indexed citations
15.
Woolfolk, Anita E.. (1978). Student learning and performance under varying conditions of teacher verbal and nonverbal evaluative communication.. Journal of Educational Psychology. 70(1). 87–94. 3 indexed citations
16.
Woolfolk, Anita E., et al.. (1977). The Impact of teacher behavior, teacher sex, and student sex upon student self-disclosure. Contemporary Educational Psychology. 2(2). 124–132. 10 indexed citations
17.
Woolfolk, Robert L., et al.. (1977). Nonverbal behavior of teachers: Some empirical findings. Journal of Nonverbal Behavior. 2(1). 45–61. 12 indexed citations
18.
Woolfolk, Anita E. & Robert L. Woolfolk. (1975). Student Self-Disclosure in Response to Teacher Verbal and Nonverbal Behavior. The Journal of Experimental Education. 44(1). 36–40. 5 indexed citations
19.
Woolfolk, Robert L. & Anita E. Woolfolk. (1974). Nonverbal Teacher Behaviors: A Rejoinder. American Educational Research Journal. 11(3). 307–309. 2 indexed citations
20.
Woolfolk, Robert L. & Anita E. Woolfolk. (1974). Effects of Teacher Verbal and Nonverbal Behaviors on Student Perceptions and Attitudes. American Educational Research Journal. 11(3). 297–297. 2 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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