Cynthia J. Willner

753 total citations
17 papers, 524 citations indexed

About

Cynthia J. Willner is a scholar working on Clinical Psychology, Education and Social Psychology. According to data from OpenAlex, Cynthia J. Willner has authored 17 papers receiving a total of 524 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Clinical Psychology, 7 papers in Education and 6 papers in Social Psychology. Recurrent topics in Cynthia J. Willner's work include Child and Adolescent Psychosocial and Emotional Development (9 papers), Early Childhood Education and Development (6 papers) and Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (5 papers). Cynthia J. Willner is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (9 papers), Early Childhood Education and Development (6 papers) and Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (5 papers). Cynthia J. Willner collaborates with scholars based in United States, Canada and United Kingdom. Cynthia J. Willner's co-authors include Lisa M. Gatzke‐Kopp, Bethany C. Bray, Craig S. Bailey, Jessica D. Hoffmann, Marc A. Brackett, Sidney J. Segalowitz, Michael J. Crowley, Jia Wu, Nilàm Ram and Michelle K. Jetha and has published in prestigious journals such as Developmental Psychology, Frontiers in Psychology and Development and Psychopathology.

In The Last Decade

Cynthia J. Willner

16 papers receiving 509 citations

Peers

Cynthia J. Willner

EDUCA

ECP

Ka I Ip United States

Argero A. Zerr United States

Lesa Ellis United States

Charles Beekman United States

Lyndsey Moran United States

Sandra Cosí Spain

Barbara J. Roeber United States

Laura Machlin United States

Olga L. Walker United States

Meghan Rose Donohue United States

Ka I Ip United States

Cynthia J. Willner

246 ×0.8

119 ×0.7

EDUCA

94 ×0.8

ECP

173 ×1.6

89 ×0.9

Citations per year, relative to Cynthia J. Willner Cynthia J. Willner (= 1×) peers Ka I Ip

Countries citing papers authored by Cynthia J. Willner

Since Specialization

Citations

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

Fields of papers citing papers by Cynthia J. Willner

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cynthia J. Willner. 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 Cynthia J. Willner. The network helps show where Cynthia J. Willner may publish in the future.

Co-authorship network of co-authors of Cynthia J. Willner

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

All Works

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17 of 17 papers shown

Ng, Zi Jia, Cynthia J. Willner, Jessica D. Hoffmann, et al.. (2025). Development of the student emotion regulation assessment (SERA) for children and adolescents in grades 1–12. 5. 100104–100104.

Willner, Cynthia J., Jessica D. Hoffmann, Craig S. Bailey, et al.. (2022). The Development of Cognitive Reappraisal From Early Childhood Through Adolescence: A Systematic Review and Methodological Recommendations. Frontiers in Psychology. 13. 875964–875964. 23 indexed citations

Ng, Zi Jia, et al.. (2022). A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. Educational Psychology Review. 34(4). 2825–2865. 12 indexed citations

Noordt, Stefon van, Cynthia J. Willner, Jia Wu, et al.. (2021). As they wait: Anticipatory neural response to evaluative peer feedback varies by pubertal status and social anxiety. Developmental Cognitive Neuroscience. 51. 101004–101004. 9 indexed citations

Hoffmann, Jessica D., Marc A. Brackett, Craig S. Bailey, & Cynthia J. Willner. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning.. Emotion. 20(1). 105–109. 86 indexed citations

Davidson, Charlie A., Cynthia J. Willner, Stefon van Noordt, et al.. (2019). One-Month Stability of Cyberball Post-Exclusion Ostracism Distress in Adolescents. Journal of Psychopathology and Behavioral Assessment. 41(3). 400–408. 14 indexed citations

Willner, Cynthia J., Michelle K. Jetha, Sidney J. Segalowitz, & Lisa M. Gatzke‐Kopp. (2019). Neurophysiological evidence for distinct biases in emotional face processing associated with internalizing and externalizing symptoms in children. Biological Psychology. 150. 107829–107829. 9 indexed citations

Wu, Jia, et al.. (2019). The glass is half empty: Negative self-appraisal bias and attenuated neural response to positive self-judgment in adolescence. Social Neuroscience. 15(2). 140–157. 11 indexed citations

Wu, Jia, et al.. (2018). Adolescent positive self, negative self: associated but dissociable?. Journal of Child and Adolescent Mental Health. 30(3). 203–211. 9 indexed citations

10.

Wu, Jia, Cynthia J. Willner, Claire Hill, et al.. (2017). Emotional eating and instructed food-cue processing in adolescents: An ERP study. Biological Psychology. 132. 27–36. 29 indexed citations

11.

Willner, Cynthia J., Lisa M. Gatzke‐Kopp, & Bethany C. Bray. (2016). The dynamics of internalizing and externalizing comorbidity across the early school years. Development and Psychopathology. 28(4pt1). 1033–1052. 183 indexed citations

12.

Willner, Cynthia J.. (2016). Children's internalizing and externalizing symptoms: Developmental dynamics and neural indices of social threat processing biases. 1 indexed citations

13.

Willner, Cynthia J., Lisa M. Gatzke‐Kopp, Karen L. Bierman, Mark T. Greenberg, & Sidney J. Segalowitz. (2015). Relevance of a neurophysiological marker of attention allocation for children’s learning-related behaviors and academic performance.. Developmental Psychology. 51(8). 1148–1162. 25 indexed citations

14.

Gatzke‐Kopp, Lisa M., et al.. (2015). How does reactivity to frustrative non-reward increase risk for externalizing symptoms?. International Journal of Psychophysiology. 98(2). 300–309. 36 indexed citations

15.

Willner, Cynthia J., Pamela Morris, Dana Charles McCoy, & Emma K. Adam. (2014). Diurnal cortisol rhythms in youth from risky families: Effects of cumulative risk exposure and variation in the serotonin transporter linked polymorphic region gene. Development and Psychopathology. 26(4pt1). 999–1019. 6 indexed citations

16.

Ram, Nilàm, et al.. (2014). Implications of ongoing neural development for the measurement of the error‐related negativity in childhood. Developmental Science. 18(3). 452–468. 45 indexed citations

17.

Quint, Janet, et al.. (2007). Instructional Leadership, Teaching Quality and Student Achievement Suggestive Evidence from Three Urban School Districts.. MDRC. 26 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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