Conor Mc Guckin

1.5k total citations
76 papers, 866 citations indexed

About

Conor Mc Guckin is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, Conor Mc Guckin has authored 76 papers receiving a total of 866 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 31 papers in Social Psychology and 16 papers in Clinical Psychology. Recurrent topics in Conor Mc Guckin's work include Bullying, Victimization, and Aggression (27 papers), Child Development and Digital Technology (18 papers) and Youth Development and Social Support (11 papers). Conor Mc Guckin is often cited by papers focused on Bullying, Victimization, and Aggression (27 papers), Child Development and Digital Technology (18 papers) and Youth Development and Social Support (11 papers). Conor Mc Guckin collaborates with scholars based in Ireland, United Kingdom and Italy. Conor Mc Guckin's co-authors include Lucie Corcoran, Christopher Alan Lewis, Garry Prentice, Sharon Cruise, Sonja Perren, Helen Cowie, Panayiota Tsatsou, Anna Ševčíková, Francine Dehue and Trijntje Völlink and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Cyberpsychology Behavior and Social Networking.

In The Last Decade

Conor Mc Guckin

67 papers receiving 795 citations

Peers

Conor Mc Guckin

EDUCA

SPS

HEALT

Des Butler Australia

Jiping Yang China

Francine Dehue Netherlands

Juan Manuel Machimbarrena Spain

Christoph Niepel Luxembourg

Christoph Burger Austria

Mark Trueman United Kingdom

Jason Skues Australia

Lisa Hellström Sweden

Paris S. Strom United States

Des Butler Australia

Conor Mc Guckin

506 ×1.2

402 ×1.3

EDUCA

250 ×0.9

SPS

231 ×1.4

95 ×0.8

HEALT

Citations per year, relative to Conor Mc Guckin Conor Mc Guckin (= 1×) peers Des Butler

Countries citing papers authored by Conor Mc Guckin

Since Specialization

Citations

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

Fields of papers citing papers by Conor Mc Guckin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Conor Mc Guckin. 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 Conor Mc Guckin. The network helps show where Conor Mc Guckin may publish in the future.

Co-authorship network of co-authors of Conor Mc Guckin

This figure shows the co-authorship network connecting the top 25 collaborators of Conor Mc Guckin. A scholar is included among the top collaborators of Conor Mc Guckin 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 Conor Mc Guckin. Conor Mc Guckin 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

Guckin, Conor Mc, et al.. (2025). ‘People ignore you because they are afraid … ’: retrospective school and life experiences of individuals who were bereaved in childhood. Pastoral Care in Education. 44(1). 4–22.

Guckin, Conor Mc, et al.. (2024). The sound of silence: deconstructing notions of inclusion in career guidance on exploring the experience of deaf people. British Journal of Guidance and Counselling. 52(1). 133–152. 1 indexed citations

Manca, Stefania, et al.. (2023). A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective. Education and Information Technologies. 28(9). 11921–11950. 28 indexed citations

Wang, Xining, Gareth W. Young, Adéla Plechatá, Conor Mc Guckin, & Guido Makransky. (2023). Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds. Computers & Education. 201. 104815–104815. 29 indexed citations

Wang, Xining, Gareth W. Young, Muhammad Zahid Iqbal, & Conor Mc Guckin. (2023). The potential of extended reality in Rural Education’s future – perspectives from rural educators. Education and Information Technologies. 29(7). 8987–9011. 12 indexed citations

Burke, Jolanta & Conor Mc Guckin. (2022). Bullying and Character Development. 18(1). 51–67.

Guckin, Conor Mc, et al.. (2019). Tomorrow's disability officer - A cornerstone on the universal design campus.. Arrow@dit (Dublin Institute of Technology). 1 indexed citations

Guckin, Conor Mc, et al.. (2018). The powerless or the empowered? Stakeholders’ experiences of diagnosis and treatment for attention-deficit hyperactivity disorder in Ireland. Irish Journal of Psychological Medicine. 35(3). 203–212. 13 indexed citations

Guckin, Conor Mc, et al.. (2017). f2f and cyberbullying among children in Northern Ireland: Data from the Kids Life and Times Surveys. Psychology Society & Education. 2(2). 83–83. 1 indexed citations

10.

Guckin, Conor Mc, et al.. (2017). RETOS Y DESAFÍOS DE LA ADAPTACIÓN TRANSCULTURAL DEL CUESTIONARIO DE CIBERAGRESIÓN EN UNA MUESTRA DE ESTUDIANTES ARGENTINOS. Repositorio Institucional UCES (Texas A&M University Libraries).

11.

Guckin, Conor Mc, et al.. (2017). The stress and trauma of school victimization in Ireland: A retrospective account. Psychology Society & Education. 3(1). 55–55. 4 indexed citations

12.

Guckin, Conor Mc, et al.. (2012). Prediction of self-monitoring compliance: Application of the theory of planned behaviour to chronic illness sufferers. Psychology Health & Medicine. 17(4). 478–487. 13 indexed citations

13.

Guckin, Conor Mc, et al.. (2010). Experiences of school bullying, psychological well-being and stress in Northern Ireland: Data from the 2005 Young Life and Times Survey. eSource (Dublin Business School). 3 indexed citations

14.

Guckin, Conor Mc & Christopher Alan Lewis. (2008). Management of bullying in Northern Ireland schools: a pre-legislative survey. Educational Research. 50(1). 9–23. 20 indexed citations

15.

Cruise, Sharon, Christopher Alan Lewis, & Conor Mc Guckin. (2006). INTERNAL CONSISTENCY, RELIABILITY, AND TEMPORAL STABILITY OF THE OXFORD HAPPINESS QUESTIONNAIRE SHORT-FORM: TEST-RETEST DATA OVER TWO WEEKS. Social Behavior and Personality An International Journal. 34(2). 123–126. 24 indexed citations

16.

Guckin, Conor Mc, et al.. (2003). Confirmatory factor analysis of the Czech translation of abbreviated form of the Revised Exsenck Personality Questionnaire (EPQR-A) among Czech students.. 47(5). 451–459. 2 indexed citations

17.

Francis, Leslie J., et al.. (2003). Psychological Type and Attitude toward Christianity: A Replication. Psychological Reports. 92(1). 89–90. 10 indexed citations

18.

Guckin, Conor Mc. (2003). A CROSS-NATIONAL PERSPECTIVE ON SCHOOL BULLYING IN NORTHERN IRELAND: A SUPPLEMENT TO SMITH, ET AL. (1999). Psychological Reports. 93(5). 279–279. 1 indexed citations

19.

Forrest, Sarah, et al.. (2002). The Richardson Conflict Response Questionnaire among Northern Irish and Czech students: A cross-cultural comparison of direct and indirect aggression. Nottingham Trent University's Institutional Repository (Nottingham Trent Repository). 1 indexed citations

20.

Lewis, Christopher Alan, et al.. (2001). The Santa Clara Strength of Religious Faith Questionnaire: Confirmatory Factor Analysis. Pastoral Psychology. 49(5). 379–384. 73 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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