Consuelo Mameli

908 total citations
39 papers, 639 citations indexed

About

Consuelo Mameli is a scholar working on Education, Social Psychology and Sociology and Political Science. According to data from OpenAlex, Consuelo Mameli has authored 39 papers receiving a total of 639 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Education, 17 papers in Social Psychology and 7 papers in Sociology and Political Science. Recurrent topics in Consuelo Mameli's work include Teacher Education and Leadership Studies (9 papers), Early Childhood Education and Development (7 papers) and Bullying, Victimization, and Aggression (6 papers). Consuelo Mameli is often cited by papers focused on Teacher Education and Leadership Studies (9 papers), Early Childhood Education and Development (7 papers) and Bullying, Victimization, and Aggression (6 papers). Consuelo Mameli collaborates with scholars based in Italy, United Kingdom and Netherlands. Consuelo Mameli's co-authors include Luisa Molinari, Stefano Passini, Valentina Grazia, Augusto Gnisci, Roberta Biolcati, Annalisa Guarini, Damiano Menin, Antonella Brighi, Giacomo Mancini and Grace Skrzypiec and has published in prestigious journals such as International Journal of Environmental Research and Public Health, Teaching and Teacher Education and Learning and Instruction.

In The Last Decade

Consuelo Mameli

37 papers receiving 611 citations

Peers

Consuelo Mameli

EDUCA

DEP

SPS

Wenye Zhou China

Brad Papworth Australia

Alyssa Parr United States

Emmanuel O. Acquah Finland

Sofie Henschel Germany

Panayiota Metallidou Greece

Irene T. Ho Hong Kong

Lauren Hensley United States

Blanca Quiroz United States

Vincent Greenier United Kingdom

Wenye Zhou China

Consuelo Mameli

433 ×1.0

EDUCA

209 ×0.8

145 ×1.2

DEP

170 ×1.5

77 ×0.8

SPS

Citations per year, relative to Consuelo Mameli Consuelo Mameli (= 1×) peers Wenye Zhou

Countries citing papers authored by Consuelo Mameli

Since Specialization

Citations

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

Fields of papers citing papers by Consuelo Mameli

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Consuelo Mameli

This figure shows the co-authorship network connecting the top 25 collaborators of Consuelo Mameli. A scholar is included among the top collaborators of Consuelo Mameli 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 Consuelo Mameli. Consuelo Mameli 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

Mameli, Consuelo, Luca Caricati, & Luisa Molinari. (2025). Teachers’ perceptions and responses to student agency. An experimental study. Teaching and Teacher Education. 165. 105140–105140.

Mameli, Consuelo, et al.. (2025). Transformational leadership and teacher satisfaction: the enhancing roles of professional development and learning program management. Journal of Education for Teaching International Research and Pedagogy. 51(2). 275–293. 3 indexed citations

Grazia, Valentina, et al.. (2025). The trajectory of student agentic engagement in mathematics: The role of individual variables. Learning and Individual Differences. 123. 102766–102766.

Purdy, Noel, Herbert Scheithauer, Jonathan Harris, et al.. (2024). The Development of a Multi-Dimensional Coding System to Categorise Negative Online Experiences Including Cyberbullying Behaviors Among Adolescents with Lower Socioeconomic Status. International Journal of Developmental Science. 17(4). 141–155. 1 indexed citations

Willems, Roy A., Peter K. Smith, Noel Purdy, et al.. (2023). Internet Use and Perceived Parental Involvement among Adolescents from Lower Socioeconomic Groups in Europe: An Exploration. Children. 10(11). 1780–1780. 5 indexed citations

Mameli, Consuelo, Valentina Grazia, & Luisa Molinari. (2023). Student agency: Theoretical elaborations and implications for research and practice. International Journal of Educational Research. 122. 102258–102258. 7 indexed citations

Vaughn, Margaret, et al.. (2023). A cross-cultural perspective of agency in primary contexts: Validation of the student agency profile across multiple sites. International Journal of Educational Research. 124. 102291–102291. 1 indexed citations

Mancini, Giacomo, Consuelo Mameli, & Roberta Biolcati. (2022). Burnout in Italian primary teachers: The predictive effects of trait emotional intelligence, trait anxiety, and job instability. Europe’s Journal of Psychology. 18(2). 168–180. 14 indexed citations

Menin, Damiano, Annalisa Guarini, Consuelo Mameli, Grace Skrzypiec, & Antonella Brighi. (2021). Was that (cyber)bullying? Investigating the operational definitions of bullying and cyberbullying from adolescents’ perspective. International Journal of Clinical and Health Psychology. 21(2). 100221–100221. 48 indexed citations

10.

Grazia, Valentina, Consuelo Mameli, & Luisa Molinari. (2021). Being bored at school: Trajectories and academic outcomes. Learning and Individual Differences. 90. 102049–102049. 9 indexed citations

11.

Hamilton, Jayne, Noel Purdy, Roy A. Willems, et al.. (2020). Using the quality circle approach to empower disadvantaged youth in addressing cyberbullying: an exploration across five European countries. Pastoral Care in Education. 38(3). 254–272. 6 indexed citations

12.

Grazia, Valentina, Consuelo Mameli, & Luisa Molinari. (2020). Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?. European Journal of Psychology of Education. 36(4). 1117–1134. 18 indexed citations

13.

Guarini, Annalisa, Damiano Menin, Consuelo Mameli, et al.. (2020). The P.E.A.C.E. Pack Program in Italian High Schools: An Intervention for Victims of Bullying. International Journal of Environmental Research and Public Health. 17(14). 5162–5162. 13 indexed citations

14.

Mameli, Consuelo, Luisa Molinari, & Stefano Passini. (2018). Agency and responsibility in adolescent students: A challenge for the societies of tomorrow. British Journal of Educational Psychology. 89(1). 41–56. 29 indexed citations

15.

Biolcati, Roberta, Laura Palareti, & Consuelo Mameli. (2017). What Adolescents Seeking Help Teach us About a School-Based Counseling Service. Child and Adolescent Social Work Journal. 35(1). 45–56. 11 indexed citations

16.

Molinari, Luisa & Consuelo Mameli. (2017). Basic psychological needs and school engagement: a focus on justice and agency. Social Psychology of Education. 21(1). 157–172. 56 indexed citations

17.

Berti, Chiara, et al.. (2016). Teacher justice and parent support as predictors of learning motivation and visions of a just world. Issues in educational research. 26(4). 543–560. 16 indexed citations

18.

Mameli, Consuelo, Elvis Mazzoni, & Luisa Molinari. (2015). Patterns of discursive interactions in primary classrooms: an application of social network analysis. Research Papers in Education. 30(5). 546–566. 11 indexed citations

19.

Palareti, Laura, Consuelo Mameli, & Roberta Biolcati. (2014). A proposal for a theory-driven evaluation applied to a school health promotion project. What theories guide the staff?. Psicologia clinica dello sviluppo. 491–498. 1 indexed citations

20.

Molinari, Luisa, Consuelo Mameli, & Augusto Gnisci. (2012). A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern. British Journal of Educational Psychology. 83(3). 414–430. 76 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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