Bridget E. Hatfield

2.6k total citations · 2 hit papers
36 papers, 1.7k citations indexed

About

Bridget E. Hatfield is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Bridget E. Hatfield has authored 36 papers receiving a total of 1.7k indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 18 papers in Clinical Psychology and 10 papers in Developmental and Educational Psychology. Recurrent topics in Bridget E. Hatfield's work include Early Childhood Education and Development (21 papers), Child and Adolescent Psychosocial and Emotional Development (10 papers) and Family and Disability Support Research (10 papers). Bridget E. Hatfield is often cited by papers focused on Early Childhood Education and Development (21 papers), Child and Adolescent Psychosocial and Emotional Development (10 papers) and Family and Disability Support Research (10 papers). Bridget E. Hatfield collaborates with scholars based in United States and Iran. Bridget E. Hatfield's co-authors include Robert C. Pianta, Bridget K. Hamre, Jonathan Tudge, Irina L. Mokrova, Faiza M. Jamil, Margaret Burchinal, Amy Williamson, Karen M. La Paro, John Sideris and Amanda P. Williford and has published in prestigious journals such as Child Development, Developmental Psychology and International Journal of Environmental Research and Public Health.

In The Last Decade

Bridget E. Hatfield

34 papers receiving 1.7k 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.

Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development

2009 447 citations Jonathan Tudge, Irina L. Mokrova et al. Journal of Family Theory & Review profile →
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development

2013 430 citations Bridget K. Hamre, Bridget E. Hatfield et al. Child Development profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Bridget E. Hatfield United States	19	1.2k	641	477	246	181	36	1.7k
Terri J. Sabol United States	17	1.5k 1.3×	676 1.1×	386 0.8×	174 0.7×	164 0.9×	45	1.7k
Sukhdeep Gill United States	17	1.6k 1.3×	777 1.2×	577 1.2×	264 1.1×	146 0.8×	29	2.0k
Arya Ansari United States	28	1.5k 1.3×	706 1.1×	303 0.6×	277 1.1×	151 0.8×	104	2.0k
Iheoma U. Iruka United States	22	1.3k 1.1×	639 1.0×	444 0.9×	249 1.0×	80 0.4×	72	1.8k
Christine M. McWayne United States	21	1.9k 1.6×	1.1k 1.7×	351 0.7×	171 0.7×	122 0.7×	55	2.3k
Amanda L. Sullivan United States	25	1.4k 1.2×	848 1.3×	579 1.2×	390 1.6×	286 1.6×	105	2.2k
Joana Cadima Portugal	20	1.0k 0.9×	540 0.8×	282 0.6×	189 0.8×	163 0.9×	75	1.3k
Jamaal S. Matthews United States	13	1.4k 1.2×	545 0.9×	600 1.3×	226 0.9×	235 1.3×	24	1.9k
Rebecca J. Bulotsky‐Shearer United States	24	1.3k 1.1×	717 1.1×	447 0.9×	96 0.4×	114 0.6×	68	1.6k
Michal Perlman Canada	22	1.0k 0.9×	698 1.1×	347 0.7×	199 0.8×	173 1.0×	103	1.6k

Countries citing papers authored by Bridget E. Hatfield

Since Specialization

Citations

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

Fields of papers citing papers by Bridget E. Hatfield

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Bridget E. Hatfield

This figure shows the co-authorship network connecting the top 25 collaborators of Bridget E. Hatfield. A scholar is included among the top collaborators of Bridget E. Hatfield 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 Bridget E. Hatfield. Bridget E. Hatfield 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

Shen, Xiangyou, Megan MacDonald, Samuel W. Logan, et al.. (2024). The Effect of Outdoor Play, Physical Activity, and Screen Time Use on the Emotional Wellbeing of Children and Youth during a Health Crisis. Leisure Sciences. 48(4). 699–716.

Case, Layne, Joonkoo Yun, Megan MacDonald, Bridget E. Hatfield, & Samuel W. Logan. (2024). Assessing the Use of Recommended Practices in Adapted Physical Activity/Education Experiential-Learning Programs. Adapted Physical Activity Quarterly. 42(1). 87–113. 1 indexed citations

Shen, Xiangyou, et al.. (2022). Leisure Engagement during COVID-19 and Its Association with Mental Health and Wellbeing in U.S. Adults. International Journal of Environmental Research and Public Health. 19(3). 1081–1081. 39 indexed citations

Ross, Samantha M., Ellen Smit, Joonkoo Yun, et al.. (2021). Exploring the Interaction of Disability Status and Childhood Predictors of Physical Activity and Sport Participation: An Exploratory Decision-Tree Analysis. Adapted Physical Activity Quarterly. 38(2). 248–267. 3 indexed citations

Ross, Samantha M., Ellen Smit, Joonkoo Yun, et al.. (2020). Updated National Estimates of Disparities in Physical Activity and Sports Participation Experienced by Children and Adolescents With Disabilities: NSCH 2016–2017. Journal of Physical Activity and Health. 17(4). 443–455. 32 indexed citations

Ross, Samantha M., Kathleen R. Bogart, Ellen Smit, et al.. (2020). Physical Activity, Medical Home, and Health Behavior Counseling Among Adolescents with Special Health Care Needs: NSCH 2016–2017. Maternal and Child Health Journal. 25(4). 542–553. 3 indexed citations

Finders, Jennifer K., Megan M. McClelland, G. John Geldhof, David W. Rothwell, & Bridget E. Hatfield. (2020). Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills. Early Childhood Research Quarterly. 54. 72–85. 53 indexed citations

Lipscomb, Shannon T., et al.. (2020). Adverse childhood experiences and children's development in early care and education programs. Journal of Applied Developmental Psychology. 72. 101218–101218. 26 indexed citations

McClelland, Megan M., Shauna L. Tominey, Sara A. Schmitt, et al.. (2019). Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds. Frontiers in Psychology. 10. 2365–2365. 70 indexed citations

10.

MacDonald, Megan, et al.. (2019). An inquiry into how parents of children with autism spectrum disorder interact with their children in a motor skill-based play setting. Research in Developmental Disabilities. 94. 103494–103494. 6 indexed citations

11.

Lipscomb, Shannon T., Alicia Miao, Jennifer K. Finders, et al.. (2019). Community-Level Social Determinants and Children’s School Readiness. Prevention Science. 20(4). 468–477. 7 indexed citations

12.

Twardzik, Erica, Ellen Smit, Bridget E. Hatfield, et al.. (2017). Limited access to special education services for school-aged children with developmental delay. Research in Developmental Disabilities. 72. 257–264. 2 indexed citations

13.

Williford, Amanda P., et al.. (2016). Changing Teacher–Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors. Child Development. 88(5). 1544–1553. 69 indexed citations

14.

Hatfield, Bridget E. & Amanda P. Williford. (2016). Cortisol Patterns for Young Children Displaying Disruptive Behavior: Links to a Teacher-Child, Relationship-Focused Intervention. Prevention Science. 18(1). 40–49. 25 indexed citations

15.

Cameron, Claire E., Laura L. Brock, Bridget E. Hatfield, et al.. (2015). Visuomotor integration and inhibitory control compensate for each other in school readiness.. Developmental Psychology. 51(11). 1529–1543. 64 indexed citations

16.

Hatfield, Bridget E., Joanna K. Lower, Deborah J. Cassidy, & Richard A. Faldowski. (2014). Inequities in access to quality early care and education: Associations with funding and community context. Early Childhood Research Quarterly. 30. 316–326. 37 indexed citations

17.

Hamre, Bridget K., Bridget E. Hatfield, Robert C. Pianta, & Faiza M. Jamil. (2013). Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development. Child Development. 85(3). 1257–1274. 430 indexed citations breakdown →

18.

Hatfield, Bridget E., Bridget K. Hamre, Jennifer LoCasale‐Crouch, et al.. (2012). Teacher Characteristics Influence Responsiveness to a Course and a Consultancy Focused on Effective Teacher-Child Interactions.. Society for Research on Educational Effectiveness. 4 indexed citations

19.

Hatfield, Bridget E., Linda L. Hestenes, Victoria L. Kintner-Duffy, & Marion O’Brien. (2012). Classroom Emotional Support predicts differences in preschool children's cortisol and alpha-amylase levels. Early Childhood Research Quarterly. 28(2). 347–356. 48 indexed citations

20.

Tudge, Jonathan, et al.. (2009). Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development. Journal of Family Theory & Review. 1(4). 198–210. 447 indexed citations breakdown →

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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