Elizabeth A. Canning

3.6k total citations · 3 hit papers
39 papers, 2.3k citations indexed

About

Elizabeth A. Canning is a scholar working on Experimental and Cognitive Psychology, Social Psychology and Education. According to data from OpenAlex, Elizabeth A. Canning has authored 39 papers receiving a total of 2.3k indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Experimental and Cognitive Psychology, 17 papers in Social Psychology and 17 papers in Education. Recurrent topics in Elizabeth A. Canning's work include Education, Achievement, and Giftedness (21 papers), Career Development and Diversity (10 papers) and Motivation and Self-Concept in Sports (6 papers). Elizabeth A. Canning is often cited by papers focused on Education, Achievement, and Giftedness (21 papers), Career Development and Diversity (10 papers) and Motivation and Self-Concept in Sports (6 papers). Elizabeth A. Canning collaborates with scholars based in United States, Canada and Australia. Elizabeth A. Canning's co-authors include Judith M. Harackiewicz, Yoi Tibbetts, Janet Shibley Hyde, Stacy J. Priniski, Katherine Muenks, Dorainne J. Green, Mary C. Murphy, Mary C Murphy, Jennifer LaCosse and Cameron A. Hecht and has published in prestigious journals such as Journal of Personality and Social Psychology, Journal of Educational Psychology and Science Advances.

In The Last Decade

Elizabeth A. Canning

38 papers receiving 2.2k citations

Hit Papers

align trajectories sort by overperformance

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.

Closing achievement gaps with a utility-value intervention: Disentangling race and social class.

2015 357 citations Judith M. Harackiewicz, Elizabeth A. Canning et al. Journal of Personality and Social Psychology profile →
STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes

2019 327 citations Elizabeth A. Canning, Katherine Muenks et al. Science Advances profile →
Closing the social class achievement gap for first-generation students in undergraduate biology.

2013 227 citations Judith M. Harackiewicz, Elizabeth A. Canning et al. Journal of Educational Psychology profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Elizabeth A. Canning United States	23	1.1k	914	882	521	392	39	2.3k
Stacy J. Priniski United States	18	809 0.8×	595 0.7×	594 0.7×	356 0.7×	378 1.0×	29	1.7k
Katherine Muenks United States	20	769 0.7×	775 0.8×	957 1.1×	295 0.6×	261 0.7×	41	1.8k
Amanda M. Durik United States	25	1.3k 1.2×	1.7k 1.8×	1.3k 1.5×	442 0.8×	860 2.2×	43	3.1k
Paula Olszewski‐Kubilius United States	29	1.3k 1.2×	1.6k 1.8×	858 1.0×	670 1.3×	382 1.0×	106	2.8k
Heidrun Stoeger Germany	29	899 0.8×	800 0.9×	687 0.8×	287 0.6×	819 2.1×	117	2.1k
Jennifer Henderlong Corpus United States	14	804 0.8×	862 0.9×	939 1.1×	241 0.5×	471 1.2×	21	1.9k
Gita Taasoobshirazi United States	24	1.4k 1.3×	558 0.6×	502 0.6×	301 0.6×	847 2.2×	54	2.4k
Dustin B. Thoman United States	21	503 0.5×	573 0.6×	554 0.6×	526 1.0×	303 0.8×	44	1.7k
John M. Tauer United States	11	989 0.9×	1.4k 1.6×	1.3k 1.4×	327 0.6×	637 1.6×	16	2.7k
Carolyn M. Callahan United States	30	1.9k 1.8×	1.3k 1.4×	639 0.7×	547 1.0×	448 1.1×	131	3.1k

Countries citing papers authored by Elizabeth A. Canning

Since Specialization

Citations

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

Fields of papers citing papers by Elizabeth A. Canning

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Elizabeth A. Canning. 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 Elizabeth A. Canning. The network helps show where Elizabeth A. Canning may publish in the future.

Co-authorship network of co-authors of Elizabeth A. Canning

This figure shows the co-authorship network connecting the top 25 collaborators of Elizabeth A. Canning. A scholar is included among the top collaborators of Elizabeth A. Canning 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 Elizabeth A. Canning. Elizabeth A. Canning 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

Scalise, Nicole R., et al.. (2025). When we were young: Memories of early mathematics experiences. Journal of Numerical Cognition. 11. 1 indexed citations

Muenks, Katherine, Kathryn M. Kroeper, Elizabeth A. Canning, & Mary C. Murphy. (2024). Instructor mindset beliefs and behaviors: How do students and instructors perceive them?. Social Psychology of Education. 27(6). 2883–2899. 10 indexed citations

Muenks, Katherine, et al.. (2024). Exploring effects of mixed mindset messages from science, technology, engineering, and mathematics instructors.. Motivation Science. 11(3). 349–365. 3 indexed citations

Bowman, Nicholas A., Christine Logel, Jennifer LaCosse, et al.. (2023). The Role of Minoritized Student Representation in Promoting Achievement and Equity Within College STEM Courses. AERA Open. 9. 11 indexed citations

Canning, Elizabeth A., et al.. (2021). Professors Who Signal a Fixed Mindset About Ability Undermine Women’s Performance in STEM. Social Psychological and Personality Science. 13(5). 927–937. 53 indexed citations

Murphy, Mary C., Stephanie A. Fryberg, Laura Brady, Elizabeth A. Canning, & Cameron A. Hecht. (2021). Global Mindset Initiative Paper 1: Growth Mindset Cultures and Teacher Practices. SSRN Electronic Journal. 29 indexed citations

LaCosse, Jennifer, Elizabeth A. Canning, Nicholas A. Bowman, Mary C Murphy, & Christine Logel. (2020). A social-belonging intervention improves STEM outcomes for students who speak English as a second language. Science Advances. 6(40). 36 indexed citations

Quick, Joshua, Elizabeth A. Canning, Benjamin Motz, & Dorainne J. Green. (2020). I Have to Praise You Like I Should. OSF Preprints (OSF Preprints). 1 indexed citations

Muenks, Katherine, Elizabeth A. Canning, Jennifer LaCosse, et al.. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class.. Journal of Experimental Psychology General. 149(11). 2119–2144. 153 indexed citations

10.

Rosenzweig, Emily Q., Judith M. Harackiewicz, Cameron A. Hecht, et al.. (2020). College Students' Reasons for Leaving Biomedical Fields: Disenchantment with Biomedicine or Attraction to Other Fields.. Grantee Submission. 1 indexed citations

11.

Rosenzweig, Emily Q., Judith M. Harackiewicz, Cameron A. Hecht, et al.. (2020). College students’ reasons for leaving biomedical fields: Disenchantment with biomedicine or attraction to other fields?. Journal of Educational Psychology. 113(2). 351–369. 26 indexed citations

12.

Canning, Elizabeth A., Katherine Muenks, Dorainne J. Green, & Mary C Murphy. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances. 5(2). eaau4734–eaau4734. 327 indexed citations breakdown →

13.

Hecht, Cameron A., Judith M. Harackiewicz, Stacy J. Priniski, et al.. (2019). Promoting persistence in the biological and medical sciences: An expectancy-value approach to intervention.. Journal of Educational Psychology. 111(8). 1462–1477. 60 indexed citations

14.

Canning, Elizabeth A., Judith M. Harackiewicz, Stacy J. Priniski, et al.. (2018). Improving Performance and Retention in Introductory Biology with a Utility-Value Intervention.. Grantee Submission. 110(6). 834–849. 3 indexed citations

15.

Rosenzweig, Emily Q., Judith M. Harackiewicz, Stacy J. Priniski, et al.. (2018). Choose your own intervention: Using choice to enhance the effectiveness of a utility-value intervention.. Motivation Science. 5(3). 269–276. 37 indexed citations

16.

Canning, Elizabeth A., Judith M. Harackiewicz, Stacy J. Priniski, et al.. (2017). Improving performance and retention in introductory biology with a utility-value intervention.. Journal of Educational Psychology. 110(6). 834–849. 129 indexed citations

17.

Hyde, Janet Shibley, Elizabeth A. Canning, Christopher S. Rozek, et al.. (2016). The Role of Mothers' Communication in Promoting Motivation for Math and Science Course‐Taking in High School. Journal of Research on Adolescence. 27(1). 49–64. 19 indexed citations

18.

Harackiewicz, Judith M., Elizabeth A. Canning, Yoi Tibbetts, Stacy J. Priniski, & Janet Shibley Hyde. (2015). Closing achievement gaps with a utility-value intervention: Disentangling race and social class.. Journal of Personality and Social Psychology. 111(5). 745–765. 357 indexed citations breakdown →

19.

Lazarides, Rebecca, et al.. (2015). The Role Of Parents in Students’ Motivational Beliefs and Values. 81–94. 17 indexed citations

20.

Harackiewicz, Judith M., Yoi Tibbetts, Elizabeth A. Canning, & Janet Shibley Hyde. (2014). Harnessing Values to Promote Motivation in Education. PubMed Central. 71–105. 88 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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