Beth Kurtz‐Costes

4.2k total citations
77 papers, 2.8k citations indexed

About

Beth Kurtz‐Costes is a scholar working on Education, Experimental and Cognitive Psychology and Sociology and Political Science. According to data from OpenAlex, Beth Kurtz‐Costes has authored 77 papers receiving a total of 2.8k indexed citations (citations by other indexed papers that have themselves been cited), including 37 papers in Education, 22 papers in Experimental and Cognitive Psychology and 21 papers in Sociology and Political Science. Recurrent topics in Beth Kurtz‐Costes's work include Early Childhood Education and Development (28 papers), Education, Achievement, and Giftedness (19 papers) and Parental Involvement in Education (12 papers). Beth Kurtz‐Costes is often cited by papers focused on Early Childhood Education and Development (28 papers), Education, Achievement, and Giftedness (19 papers) and Parental Involvement in Education (12 papers). Beth Kurtz‐Costes collaborates with scholars based in United States, Germany and France. Beth Kurtz‐Costes's co-authors include Stephanie J. Rowley, John G. Borkowski, C. Ryan Kinlaw, Elizabeth P. Pungello, Tamara Halle, Joseph L. Mahoney, Wolfgang Schneider, Cecelia Valrie, Martha Carr and Dana Wood and has published in prestigious journals such as PLoS ONE, Child Development and Journal of Educational Psychology.

In The Last Decade

Beth Kurtz‐Costes

76 papers receiving 2.6k citations

Peers

Beth Kurtz‐Costes

EDUCA

SPS

ECP

DEP

Julio Garcia United States

John W. Santrock United States

Nancy H. Apfel United States

Peter Noack Germany

Christia Spears Brown United States

Rhona S. Weinstein United States

Mesmin Destin United States

Carolyn McNamara Barry United States

Adele Eskeles Gottfried United States

Susan D. Holloway United States

Julio Garcia United States

Beth Kurtz‐Costes

893 ×0.6

EDUCA

1.3k ×1.6

SPS

590 ×0.9

ECP

245 ×0.4

DEP

1.3k ×2.5

Citations per year, relative to Beth Kurtz‐Costes Beth Kurtz‐Costes (= 1×) peers Julio Garcia

Countries citing papers authored by Beth Kurtz‐Costes

Since Specialization

Citations

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

Fields of papers citing papers by Beth Kurtz‐Costes

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Beth Kurtz‐Costes. 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 Beth Kurtz‐Costes. The network helps show where Beth Kurtz‐Costes may publish in the future.

Co-authorship network of co-authors of Beth Kurtz‐Costes

This figure shows the co-authorship network connecting the top 25 collaborators of Beth Kurtz‐Costes. A scholar is included among the top collaborators of Beth Kurtz‐Costes 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 Beth Kurtz‐Costes. Beth Kurtz‐Costes 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

Rowley, Stephanie J., et al.. (2024). Directionality explored: Black Adolescents' awareness of systemic racism and race‐based experiences. Journal of Research on Adolescence. 34(2). 526–538. 1 indexed citations

Kurtz‐Costes, Beth, et al.. (2022). The Effect of Mindfulness Programs on Collegiate Test Anxiety. Mindfulness. 13(11). 2868–2878. 14 indexed citations

Kurtz‐Costes, Beth, et al.. (2021). Race differences in Black and white adolescents’ academic gender stereotypes across middle and late adolescence.. Cultural Diversity & Ethnic Minority Psychology. 27(3). 537–545. 11 indexed citations

Hoffman, Adam J., et al.. (2020). Ethnic-racial identity, gender identity, and well-being in Cherokee early adolescents.. Cultural Diversity & Ethnic Minority Psychology. 27(1). 60–71. 13 indexed citations

Kurtz‐Costes, Beth, et al.. (2020). The development of academic and nonacademic race stereotypes in African American adolescents.. Developmental Psychology. 56(9). 1750–1759. 17 indexed citations

Kurtz‐Costes, Beth, et al.. (2020). Longitudinal relations between skin tone and self-esteem in African American girls.. Developmental Psychology. 56(12). 2322–2330. 6 indexed citations

Vuletich, Heidi A., Beth Kurtz‐Costes, Erin Cooley, & B. Keith Payne. (2020). Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs. PLoS ONE. 15(9). e0238230–e0238230. 17 indexed citations

Vuletich, Heidi A., Beth Kurtz‐Costes, Kenneth A. Bollen, & Stephanie J. Rowley. (2018). A longitudinal study of the domain-generality of African American students’ causal attributions for academic success.. Journal of Educational Psychology. 111(3). 459–474. 4 indexed citations

Hoffman, Adam J., et al.. (2017). Bidirectional influence between African American mothers’ and children’s racial centrality from elementary through high school.. Developmental Psychology. 53(6). 1130–1141. 6 indexed citations

10.

Perkins, Katherine K., et al.. (2015). Gender Development in African American Youth. Journal of Black Psychology. 42(5). 394–423. 17 indexed citations

11.

Wood, Dana, et al.. (2011). Gender differences in motivational pathways to college for middle class African American youths.. Developmental Psychology. 47(4). 961–968. 36 indexed citations

12.

Rowley, Stephanie J., et al.. (2010). Academic Self-concept in Black Adolescents: Do Race and Gender Stereotypes Matter?. Self and Identity. 10(2). 263–277. 49 indexed citations

13.

Fraser, Jenifer Goldman, et al.. (2010). Emotional availability and psychosocial correlates among mothers in substance‐abuse treatment and their young infants. Infant Mental Health Journal. 31(1). 1–15. 32 indexed citations

14.

Wood, Dana, et al.. (2010). Mothers' academic gender stereotypes and education-related beliefs about sons and daughters in African American families.. Journal of Educational Psychology. 102(2). 521–530. 32 indexed citations

15.

Kinlaw, C. Ryan & Beth Kurtz‐Costes. (2007). Children's Theories of Intelligence: Beliefs, Goals, and Motivation in the Elementary Years. The Journal of General Psychology. 134(3). 295–311. 38 indexed citations

16.

Kinlaw, C. Ryan & Beth Kurtz‐Costes. (2003). The development of childrens beliefs about intelligence. 4 indexed citations

17.

Kurtz‐Costes, Beth & Elizabeth P. Pungello. (2000). Acculturation and Immigrant Children: Implications for Educators.. Social Education. 64(2). 12 indexed citations

18.

Carr, Martha & Beth Kurtz‐Costes. (1994). Is being smart everything? The influence of student achievement on teachers' perceptions. British Journal of Educational Psychology. 64(2). 263–276. 31 indexed citations

19.

Kurtz‐Costes, Beth, et al.. (1988). Metamemory and Learning in Maharashtrian Children: Influences from Home and School. The Journal of Genetic Psychology. 149(3). 363–376. 9 indexed citations

20.

Schneider, Wolfgang, et al.. (1986). Metamemory and Motivation. Journal of Cross-Cultural Psychology. 17(3). 315–336. 55 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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