Daniel L. Dinsmore

1.9k total citations · 1 hit paper
38 papers, 1.2k citations indexed

About

Daniel L. Dinsmore is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Daniel L. Dinsmore has authored 38 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Developmental and Educational Psychology, 17 papers in Education and 9 papers in Experimental and Cognitive Psychology. Recurrent topics in Daniel L. Dinsmore's work include Educational Strategies and Epistemologies (13 papers), Innovative Teaching and Learning Methods (13 papers) and Online and Blended Learning (6 papers). Daniel L. Dinsmore is often cited by papers focused on Educational Strategies and Epistemologies (13 papers), Innovative Teaching and Learning Methods (13 papers) and Online and Blended Learning (6 papers). Daniel L. Dinsmore collaborates with scholars based in United States, Hong Kong and New Zealand. Daniel L. Dinsmore's co-authors include Patricia A. Alexander, Sandra M. Loughlin, Meghan M. Parkinson, Luke K. Fryer, Hope E. Wilson, Patricia A. Alexander, Helenrose Fives, Emily M. Grossnickle, Emily B. Fox and F.J. Langdon and has published in prestigious journals such as Archives of Physical Medicine and Rehabilitation, Physical Therapy and Educational Psychology Review.

In The Last Decade

Daniel L. Dinsmore

36 papers receiving 1.1k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning

2008 539 citations Daniel L. Dinsmore, Patricia A. Alexander et al. Educational Psychology Review profile →

Peers

Daniel L. Dinsmore

DEP

EDUCA

ECP

CSA

Michelle Perry United States

Jörg Wittwer Germany

Ching-Mei Tseng Taiwan

Terri Flowerday United States

Stephen M. Tonks United States

Naomi J. Aldrich United States

Valeska Grau Chile

Susan Lutz Klauda United States

Vincent Hoogerheide Netherlands

B.H.A.M. van Hout‐Wolters Netherlands

Michelle Perry United States

Daniel L. Dinsmore

768 ×1.0

DEP

966 ×1.5

EDUCA

380 ×1.7

ECP

213 ×1.3

95 ×1.0

CSA

Citations per year, relative to Daniel L. Dinsmore Daniel L. Dinsmore (= 1×) peers Michelle Perry

Countries citing papers authored by Daniel L. Dinsmore

Since Specialization

Citations

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

Fields of papers citing papers by Daniel L. Dinsmore

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Daniel L. Dinsmore. 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 Daniel L. Dinsmore. The network helps show where Daniel L. Dinsmore may publish in the future.

Co-authorship network of co-authors of Daniel L. Dinsmore

This figure shows the co-authorship network connecting the top 25 collaborators of Daniel L. Dinsmore. A scholar is included among the top collaborators of Daniel L. Dinsmore 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 Daniel L. Dinsmore. Daniel L. Dinsmore 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

Dinsmore, Daniel L. & Luke K. Fryer. (2025). What does current genAI actually mean for student learning?. Learning and Individual Differences. 125. 102834–102834.

Dinsmore, Daniel L., et al.. (2023). Structural Equation Modeling: Effects of Master Adaptive Learner and Clinical Learning Environment Attributes on Career Satisfaction and Intention to Stay. Physical Therapy. 104(1). 1 indexed citations

Dinsmore, Daniel L., et al.. (2023). Student Physical Therapists’ Orientation to Postprofessional Education and Perceptions of Strain: Identification of 4 Subgroups of Students Based on Cluster Analysis. Journal of Physical Therapy Education. 37(2). 155–162. 1 indexed citations

Dinsmore, Daniel L. & Luke K. Fryer. (2023). Critical Thinking and Its Relation to Strategic Processing. Educational Psychology Review. 35(1). 16 indexed citations

Dinsmore, Daniel L., Luke K. Fryer, & Denis Dumas. (2023). A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning. Educational Psychology Review. 35(3). 6 indexed citations

Dinsmore, Daniel L., et al.. (2019). Examining Elementary Students' Purposeful and Ancillary Prior Knowledge Activation When Reading Grade Level Texts. ScholarWorks - WMU (Western Michigan University). 58(2). 24–47. 6 indexed citations

Persky, Adam M. & Daniel L. Dinsmore. (2019). Metacognitive changes and sources of confidence judgements in health professions classroom learning. Currents in Pharmacy Teaching and Learning. 11(4). 338–345. 4 indexed citations

Parkinson, Meghan M. & Daniel L. Dinsmore. (2019). Understanding the developmental trajectory of second language acquisition and foreign language teaching and learning using the Model of Domain Learning. System. 86. 102125–102125. 7 indexed citations

Dinsmore, Daniel L., et al.. (2018). Using Reader Profiles as Snapshots to Investigate Students' Reading Performance. The Journal of Experimental Education. 87(3). 470–495. 5 indexed citations

10.

Parkinson, Meghan M. & Daniel L. Dinsmore. (2017). Multiple aspects of high school students’ strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use. British Journal of Educational Psychology. 88(1). 42–62. 17 indexed citations

11.

Dinsmore, Daniel L., et al.. (2017). The effects of different types of text and individual differences on view complexity about genetically modified organisms. International Journal of Science Education. 39(7). 791–813. 6 indexed citations

12.

Fives, Helenrose & Daniel L. Dinsmore. (2017). The Model of Domain Learning : Understanding the Development of Expertise. University of North Florida Digital Commons (University of North Florida). 175–194. 10 indexed citations

13.

Dinsmore, Daniel L.. (2017). Examining the ontological and epistemic assumptions of research on metacognition, self-regulation and self-regulated learning. Educational Psychology. 37(9). 1125–1153. 21 indexed citations

14.

Loughlin, Sandra M., Emily M. Grossnickle, Daniel L. Dinsmore, & Patricia A. Alexander. (2015). “Reading” Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes. Cognition and Instruction. 33(3). 257–293. 13 indexed citations

15.

Dinsmore, Daniel L., Peter Baggetta, Stephanie Doyle, & Sandra M. Loughlin. (2013). The Role of Initial Learning, Problem Features, Prior Knowledge, and Pattern Recognition on Transfer Success. The Journal of Experimental Education. 82(1). 121–141. 15 indexed citations

16.

Langdon, F.J., et al.. (2012). Uncovering perceptions of the induction and mentoring experience: developing a measure that works. Teacher Development. 16(3). 399–414. 14 indexed citations

17.

Alexander, Patricia A., Daniel L. Dinsmore, Emily J. Fox, et al.. (2011). Higher order thinking and knowledge: Domain-general and domain-specific trends and future directions.. 47–88. 17 indexed citations

18.

Fox, Emily B., Daniel L. Dinsmore, & Patricia A. Alexander. (2010). Reading competence, interest, and reading goals in three gifted young adolescent readers. High Ability Studies. 21(2). 165–178. 7 indexed citations

19.

Dinsmore, Daniel L., Patricia A. Alexander, & Sandra M. Loughlin. (2008). Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning. Educational Psychology Review. 20(4). 391–409. 539 indexed citations breakdown →

20.

Dinsmore, Daniel L.. (1985). Waiting for Godot in the EFL classroom. ELT Journal. 39(4). 225–234. 21 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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