Daniel W. Salter

534 total citations
26 papers, 351 citations indexed

About

Daniel W. Salter is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Daniel W. Salter has authored 26 papers receiving a total of 351 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 7 papers in Developmental and Educational Psychology and 4 papers in Social Psychology. Recurrent topics in Daniel W. Salter's work include Educational Environments and Student Outcomes (6 papers), Evaluation of Teaching Practices (5 papers) and Advanced Statistical Modeling Techniques (3 papers). Daniel W. Salter is often cited by papers focused on Educational Environments and Student Outcomes (6 papers), Evaluation of Teaching Practices (5 papers) and Advanced Statistical Modeling Techniques (3 papers). Daniel W. Salter collaborates with scholars based in United States and United Kingdom. Daniel W. Salter's co-authors include Reynol Junco, Dan Merson, Nancy J. Evans, Deanna S. Forney, D A Packham, D T Silcock, Beverly J. Vandiver, Amy Sickel, Simon Clarke and Dinkar Sharma and has published in prestigious journals such as Educational and Psychological Measurement, Studies in Higher Education and Cyberpsychology Behavior and Social Networking.

In The Last Decade

Daniel W. Salter

24 papers receiving 273 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Daniel W. Salter United States	10	176	112	72	57	41	26	351
Kjell Granström Sweden	11	188 1.1×	54 0.5×	83 1.2×	69 1.2×	9 0.2×	68	397
Sally Maynard United Kingdom	11	113 0.6×	54 0.5×	33 0.5×	47 0.8×	30 0.7×	37	388
Catherine Ferguson Australia	6	164 0.9×	67 0.6×	68 0.9×	102 1.8×	25 0.6×	24	318
Dan Merson United States	8	116 0.7×	108 1.0×	41 0.6×	20 0.4×	38 0.9×	13	267
Jeffrey Grigg United States	13	391 2.2×	179 1.6×	92 1.3×	68 1.2×	8 0.2×	23	644
Caroline Wesson United Kingdom	6	74 0.4×	76 0.7×	32 0.4×	8 0.1×	25 0.6×	10	297
Panayiotis Panayides Cyprus	5	85 0.5×	70 0.6×	56 0.8×	29 0.5×	19 0.5×	11	309
Denise D. Guastello United States	10	32 0.2×	64 0.6×	142 2.0×	23 0.4×	7 0.2×	17	330
Jennifer Brown United States	7	106 0.6×	115 1.0×	41 0.6×	32 0.6×	31 0.8×	7	364
Tara Perry United States	7	21 0.1×	127 1.1×	81 1.1×	25 0.4×	13 0.3×	10	289

Countries citing papers authored by Daniel W. Salter

Since Specialization

Citations

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

Fields of papers citing papers by Daniel W. Salter

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Daniel W. Salter

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

Boellinghaus, Inga, et al.. (2021). A Grounded Theory Analysis of the Experience of Therapy in the Context of Negative Change. SAGE Open. 11(2). 1 indexed citations

Salter, Daniel W.. (2019). An Archetypal Analysis of Doctoral Education as a Heroic Journey. International journal of doctoral studies. 14. 525–542. 2 indexed citations

Salter, Daniel W.. (2013). One university's approach to defining and supporting professional doctorates. Studies in Higher Education. 38(8). 1175–1184. 8 indexed citations

Sickel, Amy, et al.. (2011). Online Doctoral Student Research and Writing Self-Efficacy in a Publishing Internship. Higher Learning Research Communications. 10(1). 8 indexed citations

Junco, Reynol, Dan Merson, & Daniel W. Salter. (2010). The Effect of Gender, Ethnicity, and Income on College Students' Use of Communication Technologies. Cyberpsychology Behavior and Social Networking. 13(6). 619–627. 116 indexed citations

Junco, Reynol & Daniel W. Salter. (2004). Improving the Campus Climate for Students with Disabilities Through the Use of Online Training. NASPA Journal. 41(2). 263–276. 10 indexed citations

Junco, Reynol & Daniel W. Salter. (2004). Improving the Campus Climate for Students with Disabilities Through the Use of Online Training. NASPA Journal. 41(2). 6 indexed citations

Salter, Daniel W., et al.. (2004). Campus Social Climate Correlates of Environmental Type Dimensions. NASPA Journal. 41(4). 742–759. 1 indexed citations

Salter, Daniel W., et al.. (2004). Campus Social Climate Correlates of Environmental Type Dimensions. NASPA Journal. 41(4). 2 indexed citations

10.

Salter, Daniel W.. (2003). Log-Linear Techniques for the Analysis of Categorical Data: A Demonstration With the Myers-Briggs Type Indicator. Measurement and Evaluation in Counseling and Development. 36(2). 106–121. 5 indexed citations

11.

Salter, Daniel W.. (2003). Exploring the "Chilly Classroom" Phenomenon as Interactions Between Psychological and Environmental Types. Journal of college student development. 44(1). 110–121. 23 indexed citations

12.

Salter, Daniel W., et al.. (2003). Understanding Women's Classroom "Fit" and Participation as Interactions Between Psychological and Environmental Types. 9 indexed citations

13.

Salter, Daniel W.. (2003). A Generalizability Study of Salter Environmental Type Assessment Scores by Social Climate Domain. Measurement and Evaluation in Counseling and Development. 36(3). 130–139. 5 indexed citations

14.

Salter, Daniel W. & Beverly J. Vandiver. (2002). Overview of the Taxonomy of Environmental Types and the Factor Structure of the Salter Environmental Type Assessment.. Journal of college student development. 43(6). 892–905. 6 indexed citations

15.

Salter, Daniel W.. (2002). A Validity Study of the Salter Environmental Type Assessment. Journal of Career Assessment. 10(4). 428–440. 9 indexed citations

16.

Salter, Daniel W.. (2001). Campuses at the Digital Divide. About Campus Enriching the Student Learning Experience. 5(6). 24–26. 6 indexed citations

17.

Salter, Daniel W., Nancy J. Evans, & Deanna S. Forney. (1997). Test-Retest of the Myers-Briggs Type Indicator: An Examination of Dominant Functioning. Educational and Psychological Measurement. 57(4). 590–597. 11 indexed citations

18.

Packham, D A, et al.. (1995). RISK AND SAFETY ON THE ROADS: THE OLDER PEDESTRIAN. OpenGrey (Institut de l'Information Scientifique et Technique). 28 indexed citations

19.

Salter, Daniel W., et al.. (1993). Psychological Type and Involvement in a University Residence Hall Judicial System. 1 indexed citations

20.

Packham, D A, et al.. (1993). Risk and safety on the roads: perceptions and attitudes. 9 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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