Emily J. Shaffer

2.0k total citations · 1 hit paper
13 papers, 1.3k citations indexed

About

Emily J. Shaffer is a scholar working on Clinical Psychology, Social Psychology and Education. According to data from OpenAlex, Emily J. Shaffer has authored 13 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Clinical Psychology, 6 papers in Social Psychology and 5 papers in Education. Recurrent topics in Emily J. Shaffer's work include Early Childhood Education and Development (5 papers), Resilience and Mental Health (4 papers) and Child and Adolescent Psychosocial and Emotional Development (3 papers). Emily J. Shaffer is often cited by papers focused on Early Childhood Education and Development (5 papers), Resilience and Mental Health (4 papers) and Child and Adolescent Psychosocial and Emotional Development (3 papers). Emily J. Shaffer collaborates with scholars based in United States. Emily J. Shaffer's co-authors include Shannon M. Suldo, Elizabeth Shaunessy, Jessica Michalowski, Amanda Thalji, Daniel McSkimming, Samia Valéria Ozorio Dutra, Stephanie Prescott, Ji Youn Yoo, Maureen Groër and Anujit Sarkar and has published in prestigious journals such as Developmental Psychobiology, School Psychology Review and Psychology in the Schools.

In The Last Decade

Emily J. Shaffer

11 papers receiving 1.2k 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.

Looking Beyond Psychopathology: The Dual-Factor Model of Mental Health in Youth

2008 602 citations Shannon M. Suldo, Emily J. Shaffer School Psychology Review profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Emily J. Shaffer United States	9	747	713	454	294	180	13	1.3k
Maja Deković Netherlands	18	656 0.9×	1.1k 1.6×	406 0.9×	165 0.6×	111 0.6×	32	1.9k
Lauree Tilton‐Weaver Sweden	20	581 0.8×	978 1.4×	362 0.8×	132 0.4×	103 0.6×	37	1.4k
Katrijn Brenning Belgium	23	905 1.2×	1.0k 1.4×	247 0.5×	234 0.8×	115 0.6×	53	1.5k
Susanna Pallini Italy	19	612 0.8×	731 1.0×	253 0.6×	243 0.8×	99 0.6×	69	1.2k
Águeda Parra Jiménez Spain	22	510 0.7×	700 1.0×	390 0.9×	105 0.4×	120 0.7×	57	1.2k
Scott Huebner United States	7	505 0.7×	356 0.5×	222 0.5×	181 0.6×	127 0.7×	11	759
Jane M. Tram United States	12	367 0.5×	787 1.1×	388 0.9×	358 1.2×	82 0.5×	27	1.1k
Arantzazu Rodríguez‐Fernández Spain	22	624 0.8×	504 0.7×	458 1.0×	157 0.5×	88 0.5×	71	1.2k
Kathy L. Bell United States	13	1.0k 1.4×	1.1k 1.6×	298 0.7×	178 0.6×	166 0.9×	15	1.7k
Metin Özdemir Sweden	18	518 0.7×	538 0.8×	283 0.6×	132 0.4×	107 0.6×	56	1.1k

Countries citing papers authored by Emily J. Shaffer

Since Specialization

Citations

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

Fields of papers citing papers by Emily J. Shaffer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Emily J. Shaffer. 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 Emily J. Shaffer. The network helps show where Emily J. Shaffer may publish in the future.

Co-authorship network of co-authors of Emily J. Shaffer

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

All Works

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13 of 13 papers shown

Gray, Heewon L., Eunsook Kim, Emily J. Shaffer, et al.. (2023). “Autism Eats:” Preliminary Analyses of a Nutrition Education Intervention for Toddlers With Autism Spectrum Disorder. Journal of Nutrition Education and Behavior. 55(7). 58–59.

Dutra, Samia Valéria Ozorio, Emily J. Shaffer, Elizabeth M. Miller, et al.. (2022). An Exploratory Principal Factor Analysis of Very Low Birth Weight Clinical Data and Development-Behavioral Outcomes at 4 Years of Age. 48(1). 21–21. 1 indexed citations

Sarkar, Anujit, Stephanie Prescott, Samia Valéria Ozorio Dutra, et al.. (2022). Relationships of the very low birth weight infant microbiome with neurodevelopment at 2 and 4 years of age. Developmental Psychobiology. 64(7). e22317–e22317. 8 indexed citations

Suldo, Shannon M., Elizabeth Shaunessy, Amanda Thalji, Jessica Michalowski, & Emily J. Shaffer. (2009). Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment.. PubMed. 44(176). 925–48. 78 indexed citations

Suldo, Shannon M., Elizabeth Shaunessy, Jessica Michalowski, & Emily J. Shaffer. (2008). Coping strategies of high school students in an International Baccalaureate program. Psychology in the Schools. 45(10). 960–977. 24 indexed citations

Suldo, Shannon M., et al.. (2008). A social-cognitive-behavioral model of academic predictors of adolescents' life satisfaction.. School Psychology Quarterly. 23(1). 56–69. 160 indexed citations

Suldo, Shannon M. & Emily J. Shaffer. (2008). Looking Beyond Psychopathology: The Dual-Factor Model of Mental Health in Youth. School Psychology Review. 37(1). 52–68. 602 indexed citations breakdown →

Suldo, Shannon M. & Emily J. Shaffer. (2007). Evaluation of the Self-Efficacy Questionnaire for Children in Two Samples of American Adolescents. Journal of Psychoeducational Assessment. 25(4). 341–355. 74 indexed citations

Suldo, Shannon M., Emily J. Shaffer, & Elizabeth Shaunessy. (2007). An Independent Investigation of the Validity of the School Attitude Assessment Survey—Revised. Journal of Psychoeducational Assessment. 26(1). 69–82. 38 indexed citations

10.

Shaffer, Emily J.. (2006). An investigation of a dual-factor model of mental health and related physical health outcomes among early adolescents. Digital Commons - University of South Florida (University of South Florida).

11.

Shaunessy, Elizabeth, et al.. (2006). School Functioning and Psychological Well-Being of International Baccalaureate and General Education Students A Preliminary Examination. Digital Commons - University of South Florida (University of South Florida). 17(2). 76–89. 38 indexed citations

12.

Suldo, Shannon M., et al.. (2006). Academic Correlates of Children and Adolescents' Life Satisfaction. School Psychology International. 27(5). 567–582. 296 indexed citations

13.

Shaunessy, Elizabeth, et al.. (2006). School Functioning and Psychological Well-Being of International Baccalaureate and General Education Students. 5 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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