D. Jake Follmer

1.1k total citations
40 papers, 801 citations indexed

About

D. Jake Follmer is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, D. Jake Follmer has authored 40 papers receiving a total of 801 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Developmental and Educational Psychology, 12 papers in Education and 8 papers in Experimental and Cognitive Psychology. Recurrent topics in D. Jake Follmer's work include Innovative Teaching and Learning Methods (13 papers), Educational Strategies and Epistemologies (9 papers) and Reading and Literacy Development (7 papers). D. Jake Follmer is often cited by papers focused on Innovative Teaching and Learning Methods (13 papers), Educational Strategies and Epistemologies (9 papers) and Reading and Literacy Development (7 papers). D. Jake Follmer collaborates with scholars based in United States, South Sudan and Bulgaria. D. Jake Follmer's co-authors include Rayne A. Sperling, Hoi K. Suen, Philip M. Reeves, Wik Hung Pun, Kayla B. Follmer, Sarah Zappe, Ping Li, Roy B. Clariana, Manish Kumar and Esther W. Gomez and has published in prestigious journals such as SHILAP Revista de lepidopterología, Organizational Behavior and Human Decision Processes and Educational Researcher.

In The Last Decade

D. Jake Follmer

36 papers receiving 779 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
D. Jake Follmer United States 11 354 259 128 108 97 40 801
Peter A. Edelsbrunner Switzerland 15 330 0.9× 368 1.4× 60 0.5× 166 1.5× 82 0.8× 56 808
Jan Boom Netherlands 16 419 1.2× 395 1.5× 209 1.6× 184 1.7× 112 1.2× 42 1.0k
Charles Ungerleider Canada 11 500 1.4× 330 1.3× 307 2.4× 121 1.1× 108 1.1× 22 998
Antonella D’Amico Italy 13 184 0.5× 284 1.1× 71 0.6× 77 0.7× 295 3.0× 58 786
Kelly Fisher United States 15 145 0.4× 394 1.5× 81 0.6× 55 0.5× 119 1.2× 30 800
Elisabeth Moores United Kingdom 14 182 0.5× 227 0.9× 275 2.1× 67 0.6× 52 0.5× 29 785
Richard T. Boon United States 20 634 1.8× 395 1.5× 233 1.8× 29 0.3× 156 1.6× 67 1.0k
Cynthia M. Okolo United States 20 445 1.3× 606 2.3× 64 0.5× 74 0.7× 180 1.9× 48 1.1k
Melody Terras United Kingdom 13 272 0.8× 361 1.4× 139 1.1× 78 0.7× 163 1.7× 31 816
Wayne J. Camara United States 14 127 0.4× 308 1.2× 113 0.9× 163 1.5× 85 0.9× 71 1.1k

Countries citing papers authored by D. Jake Follmer

Since Specialization
Citations

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

Fields of papers citing papers by D. Jake Follmer

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by D. Jake Follmer. 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 D. Jake Follmer. The network helps show where D. Jake Follmer may publish in the future.

Co-authorship network of co-authors of D. Jake Follmer

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

All Works

20 of 20 papers shown
1.
2.
Follmer, D. Jake, et al.. (2025). A Domain-Based Framing Intervention Promoting Students’ Self-Regulated Learning Beliefs in Science. The Journal of Experimental Education. 1–23.
3.
Follmer, D. Jake, et al.. (2024). First-generation student pathways to persistence and degree attainment: The roles of deeper learning and self-regulated learning beliefs. Learning and Individual Differences. 113. 102471–102471. 4 indexed citations
4.
Follmer, D. Jake, et al.. (2024). Board 333: Metacognitive Intervention to Improve Problem-Solving Skills in First-Year Engineering Students. Papers on Engineering Education Repository (American Society for Engineering Education).
5.
Zizzi, Samuel, et al.. (2023). The roles of readiness and dosage in predicting outcomes of a mindful sport performance enhancement intervention with U.S. college student-athletes. Psychology of sport and exercise. 70. 102539–102539. 3 indexed citations
6.
Follmer, D. Jake, et al.. (2023). Theory-based Evaluation of Lesson Study Professional Development: Challenges, Opportunities, and Lessons Learned. American Journal of Evaluation. 45(2). 292–312. 2 indexed citations
7.
Follmer, D. Jake. (2022). Implementing a Simple, Scalable Self-Regulated Learning Intervention to Promote Graduate Learners’ Statistics Self-Efficacy and Concept Knowledge. SHILAP Revista de lepidopterología. 31(1). 80–90. 4 indexed citations
8.
Follmer, Kayla B., et al.. (2022). The Consequences of not Being Me: Longitudinal Examination of the Relations Among Anticipated Discrimination, Authenticity, and Counterproductive Work Behaviors. Group & Organization Management. 48(4). 1058–1095. 6 indexed citations
9.
Follmer, D. Jake, Ping Li, & Roy B. Clariana. (2021). Predicting Expository Text Processing: Causal Content Density as a Critical Expository Text Metric. Reading Psychology. 42(6). 625–662. 3 indexed citations
10.
Follmer, Kayla B. & D. Jake Follmer. (2020). Longitudinal relations between workplace mistreatment and engagement – The role of suicidal ideation among employees with mood disorders. Organizational Behavior and Human Decision Processes. 162. 206–217. 29 indexed citations
11.
Follmer, D. Jake. (2020). Examining the role of calibration of executive function performance in college learners' regulation. Applied Cognitive Psychology. 35(3). 646–658. 4 indexed citations
12.
Follmer, D. Jake, et al.. (2019). A Review of the Self-Regulation Strategy Inventory—Self-Report (SRSI-SR). Psychology. 10(3). 305–319. 4 indexed citations
13.
Follmer, D. Jake & Rayne A. Sperling. (2018). Interactions between reader and text: Contributions of cognitive processes, strategy use, and text cohesion to comprehension of expository science text. Learning and Individual Differences. 67. 177–187. 34 indexed citations
14.
Follmer, D. Jake, Sarah Zappe, Esther W. Gomez, & Manish Kumar. (2017). Student Outcomes from Undergraduate Research Programs: Comparing Models of Research Experiences for Undergraduates (REUs). 1(1). 20–27. 9 indexed citations
15.
Follmer, D. Jake, Esther W. Gomez, Sarah Zappe, & Manish Kumar. (2017). Evaluation of a Research Experiences for Undergraduates Program in ChE indicates benefit from a collaborative model. Chemical Engineering Education. 51(3). 145–150.
16.
17.
Follmer, D. Jake. (2017). Executive Function and Reading Comprehension: A Meta-Analytic Review. Educational Psychologist. 53(1). 42–60. 212 indexed citations
18.
Follmer, D. Jake, Rayne A. Sperling, & Hoi K. Suen. (2017). The Role of MTurk in Education Research: Advantages, Issues, and Future Directions. Educational Researcher. 46(6). 329–334. 149 indexed citations
19.
Reeves, Philip M., et al.. (2016). Necessary conditions of learning. The Journal of Educational Research. 110(1). 111–111. 135 indexed citations
20.
Follmer, D. Jake, Sarah Zappe, Esther W. Gomez, & Manish Kumar. (2016). Examining Student Outcomes from a Research Experiences for Undergraduates (REU) Program: Year Two Results. 1 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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