Carol Midgley

24.2k total citations · 9 hit papers
73 papers, 17.3k citations indexed

About

Carol Midgley is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Carol Midgley has authored 73 papers receiving a total of 17.3k indexed citations (citations by other indexed papers that have themselves been cited), including 53 papers in Education, 45 papers in Experimental and Cognitive Psychology and 29 papers in Social Psychology. Recurrent topics in Carol Midgley's work include Education, Achievement, and Giftedness (43 papers), Early Childhood Education and Development (29 papers) and Motivation and Self-Concept in Sports (23 papers). Carol Midgley is often cited by papers focused on Education, Achievement, and Giftedness (43 papers), Early Childhood Education and Development (29 papers) and Motivation and Self-Concept in Sports (23 papers). Carol Midgley collaborates with scholars based in United States, Israel and Cameroon. Carol Midgley's co-authors include Jacquelynne S. Eccles, Michael Middleton, David A. Reuman, Allan Wigfield, Eric M. Anderman, Tim Urdan, Harriet Feldlaufer, Avi Kaplan, Christy M. Buchanan and Douglas Mac Iver and has published in prestigious journals such as American Psychologist, Child Development and Journal of Educational Psychology.

In The Last Decade

Carol Midgley

71 papers receiving 14.8k citations

Hit Papers

5 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.

Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families.

1993 1.8k citations Jacquelynne S. Eccles, Carol Midgley et al. American Psychologist profile →
Development during adolescence: The impact of stage€nvironment fit on young adolescents' experiences in schools and in families.

1993 1.7k citations Jacquelynne S. Eccles, Carol Midgley et al. American Psychologist profile →
Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.

1996 921 citations Robert W. Roeser, Carol Midgley et al. profile →
Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.

1997 883 citations Michael Middleton, Carol Midgley profile →
Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?

2001 872 citations Carol Midgley, Avi Kaplan et al. profile →
Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school.

1991 718 citations Allan Wigfield, Jacquelynne S. Eccles et al. profile →
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations

1998 580 citations Carol Midgley, Avi Kaplan et al. Contemporary Educational Psychology profile →
Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school.

1989 560 citations Carol Midgley, Harriet Feldlaufer et al. profile →
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools

1997 533 citations Eric M. Anderman, Carol Midgley Contemporary Educational Psychology profile →

Peers

Carol Midgley

EDUCA

ECP

Kathryn R. Wentzel United States

Jennifer A. Fredricks United States

Ming‐Te Wang United States

Frédéric Guay Canada

Johnmarshall Reeve South Korea

Jari‐Erik Nurmi Finland

Wendy S. Grolnick United States

Eric M. Anderman United States

Sandra Graham United States

Olaf Köller Germany

Kathryn R. Wentzel United States

Carol Midgley

7.8k ×0.8

EDUCA

4.9k ×0.6

2.4k ×0.3

ECP

3.9k ×1.2

2.2k ×0.7

Citations per year, relative to Carol Midgley Carol Midgley (= 1×) peers Kathryn R. Wentzel

Countries citing papers authored by Carol Midgley

Since Specialization

Citations

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

Fields of papers citing papers by Carol Midgley

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Carol Midgley. 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 Carol Midgley. The network helps show where Carol Midgley may publish in the future.

Co-authorship network of co-authors of Carol Midgley

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Friedel, Jeanne M., Kai S. Cortina, Julianne C. Turner, & Carol Midgley. (2006). Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases. Contemporary Educational Psychology. 32(3). 434–458. 189 indexed citations

Middleton, Michael, Avi Kaplan, & Carol Midgley. (2004). The Change in Middle School Students’ Achievement Goals in Mathematics Over Time. Social Psychology of Education. 7(3). 289–311. 110 indexed citations

Kaplan, Avi, et al.. (2002). Classroom goal structure and student disruptive behaviour. British Journal of Educational Psychology. 72(2). 191–211. 265 indexed citations

Middleton, Michael & Carol Midgley. (2002). Beyond Motivation: Middle School Students' Perceptions of Press for Understanding in Math. Contemporary Educational Psychology. 27(3). 373–391. 80 indexed citations

Ryan, Allison M., Paul R. Pintrich, & Carol Midgley. (2001). Avoiding Seeking Help in the Classroom: Who and Why?. Educational Psychology Review. 13(2). 93–114. 271 indexed citations

Urdan, Tim & Carol Midgley. (2001). Academic Self-Handicapping: What We Know, What More There is to Learn. Educational Psychology Review. 13(2). 115–138. 219 indexed citations

Gutman, Leslie Morrison & Carol Midgley. (2000). The Role of Protective Factors in Supporting the Academic Achievement of Poor African American Students During the Middle School Transition. Journal of Youth and Adolescence. 29(2). 223–249. 296 indexed citations

Anderman, Eric M., Martin L. Maehr, & Carol Midgley. (1999). Declining Motivation After the Transition to Middle School: Schools Can Make a Difference.. Journal of research and development in education. 32(3). 131–147. 205 indexed citations

Anderman, Lynley H. & Carol Midgley. (1999). Motivacion y estudiantes de secundaria (Motivation and Middle School Students). ERIC Digest.. 1 indexed citations

10.

Midgley, Carol, et al.. (1998). Middle school reform and early adolescent well-being: The good news and the bad. Educational Psychologist. 33(4). 195–106. 100 indexed citations

11.

Anderman, Lynley H. & Carol Midgley. (1998). Motivation and Middle School Students. ERIC Digest.. 18 indexed citations

12.

Roeser, Robert W. & Carol Midgley. (1997). Teachers' Views of Issues Involving Students' Mental Health. The Elementary School Journal. 98(2). 115–133. 70 indexed citations

13.

Midgley, Carol, Eric M. Anderman, & Lynley Hicks. (1995). Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach. The Journal of Early Adolescence. 15(1). 90–113. 295 indexed citations

14.

Midgley, Carol & Stewart Wood. (1993). Beyond Site-Based Management: Empowering Teachers to Reform Schools. Phi Delta Kappan. 75(3). 245. 40 indexed citations

15.

Eccles, Jacquelynne S., Carol Midgley, Allan Wigfield, Christy M. Buchanan, & David A. Reuman. (1993). Development during adolescence: The impact of stage€nvironment fit on young adolescents' experiences in schools and in families.. American Psychologist. 48(2). 90–101. 1748 indexed citations breakdown →

16.

Smith, Julia B., Martin L. Maehr, & Carol Midgley. (1992). Relationship Between Personal and Contextual Characteristics and Principals' Administrative Behaviors. The Journal of Educational Research. 86(2). 111–118. 11 indexed citations

17.

Buchanan, Christy M., Jacquelynne S. Eccles, Constance A. Flanagan, et al.. (1990). Parents' and teachers' beliefs about adolescents: Effects of sex and experience. Journal of Youth and Adolescence. 19(4). 363–394. 89 indexed citations

18.

Midgley, Carol, Harriet Feldlaufer, & Jacquelynne S. Eccles. (1989). Student/Teacher Relations and Attitudes toward Mathematics before and after the Transition to Junior High School. Child Development. 60(4). 981–981. 289 indexed citations

19.

Midgley, Carol, Harriet Feldlaufer, & Jacquelynne S. Eccles. (1989). Student/Teacher Relations and Attitudes toward Mathematics Before and After the Transition to Junior High School. Child Development. 60(4). 981–992. 342 indexed citations

20.

Midgley, Carol, Harriet Feldlaufer, & Jacquelynne S. Eccles. (1988). The transition to junior high school: Beliefs of pre- and posttransition teachers. Journal of Youth and Adolescence. 17(6). 543–562. 93 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.

Explore authors with similar magnitude of impact