Dagmar Strohmeier

77 papers receiving 1.9k citations

Peers

Dagmar Strohmeier
Comparison fields: 5 of 70
  • Social Psychology 1.6k
  • Safety Research 326
  • Education 918
  • Clinical Psychology 596
  • Developmental and Educational Psychology 330
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Simona Carla Silvia Caravita Italy
Gijs Huitsing Netherlands
Herbert Scheithauer Germany
Amy Bellmore United States
José A. Casas Spain
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Citations per year

Countries citing papers authored by Dagmar Strohmeier

Since Specialization
Citations

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

Fields of papers citing papers by Dagmar Strohmeier

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authors

The 25 scholars most cited alongside Dagmar Strohmeier, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.

Border = papers with Dagmar Strohmeier Line = papers co-authored together Dagmar Strohmeier links everyone, so they are left out of the graph.

All Works

20 of 20 papers shown

Showing the 20 most-cited of 87 papers — load more, or switch the sort, to bring in the rest.

#Work
1 2009250
2 2010145
3 2015137
4 2009103
5
Definition and Measurement of Cyberbullying
201076
6 201475
7 201670
8 201067
9 201150
10 201242
11 201240
12 201940
13 200740
14 200838
15 201137
16 201635
17 201634
18 201533
19 200633
20 201432

About Dagmar Strohmeier

Dagmar Strohmeier is a scholar working on Social Psychology, Clinical Psychology, Education, Sociology and Political Science and Developmental and Educational Psychology, having authored 87 papers that have together received 2.0k indexed citations. Recurring topics across this work include Bullying, Victimization, and Aggression (63 papers), Child and Adolescent Psychosocial and Emotional Development (31 papers), Child Development and Digital Technology (22 papers), Behavioral and Psychological Studies (15 papers), Youth Development and Social Support (15 papers), Plant Virus Research Studies (7 papers), Social and Intergroup Psychology (7 papers) and Early Childhood Education and Development (6 papers). The work is most often cited by research in Social Psychology (1.6k citations), Safety Research (326 citations), Education (918 citations), Clinical Psychology (596 citations) and Developmental and Educational Psychology (330 citations). Dagmar Strohmeier has collaborated with scholars based in Austria, Norway and Netherlands. Frequent co-authors include Christiane Spiel, Petra Gradinger, Takuya Yanagida, Hildegunn Fandrem, Christina Salmivalli, Elisabeth Stefanek, Antti Kärnä, Christoph Burger, Erling Roland and Nina Spröber. Their work appears in journals such as European Journal of Developmental Psychology, Journal of Youth and Adolescence, Zeitschrift für Psychologie, International Journal of Behavioral Development and The Journal of Early Adolescence.

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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