Emma Burns

1.8k total citations · 1 hit paper
54 papers, 1.1k citations indexed

About

Emma Burns is a scholar working on Education, Social Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Emma Burns has authored 54 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 20 papers in Social Psychology and 17 papers in Experimental and Cognitive Psychology. Recurrent topics in Emma Burns's work include Education, Achievement, and Giftedness (16 papers), Motivation and Self-Concept in Sports (14 papers) and Early Childhood Education and Development (9 papers). Emma Burns is often cited by papers focused on Education, Achievement, and Giftedness (16 papers), Motivation and Self-Concept in Sports (14 papers) and Early Childhood Education and Development (9 papers). Emma Burns collaborates with scholars based in Australia, United Kingdom and United States. Emma Burns's co-authors include Andrew J. Martin, Rebecca J. Collie, David B. Lindenmayer, Andrew J. Lowe, Jeremy Russell‐Smith, Chris R. Dickman, David A. Keith, Glenda M. Wardle, Daniel J. Metcalfe and Nikki Thurgate and has published in prestigious journals such as PLoS ONE, The Science of The Total Environment and Journal of Educational Psychology.

In The Last Decade

Emma Burns

48 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.

Value of long‐term ecological studies

2012 401 citations David B. Lindenmayer, Emma Burns et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Emma Burns Australia	18	309	300	255	223	199	54	1.1k
Peter F. Halpin United States	17	402 1.3×	335 1.1×	76 0.3×	34 0.2×	92 0.5×	42	1.2k
Daniel Hernández Kazakhstan	20	541 1.8×	191 0.6×	495 1.9×	63 0.3×	345 1.7×	108	1.7k
Elli J. Theobald United States	17	420 1.4×	410 1.4×	346 1.4×	424 1.9×	45 0.2×	34	1.9k
Annica Gullberg Sweden	18	177 0.6×	212 0.7×	63 0.2×	130 0.6×	46 0.2×	40	1.2k
David Knox United States	18	61 0.2×	231 0.8×	541 2.1×	170 0.8×	138 0.7×	107	1.5k
Scott C. Bates United States	16	110 0.4×	463 1.5×	81 0.3×	211 0.9×	26 0.1×	40	1.0k
John A. Fazey United Kingdom	10	231 0.7×	141 0.5×	121 0.5×	82 0.4×	27 0.1×	17	1.0k
Richard N. Williams United States	21	73 0.2×	657 2.2×	287 1.1×	568 2.5×	101 0.5×	92	1.8k
Richard Louv United States	7	300 1.0×	73 0.2×	484 1.9×	64 0.3×	25 0.1×	18	1.3k
Julia C. Phillips United States	18	102 0.3×	364 1.2×	390 1.5×	63 0.3×	28 0.1×	44	1.3k

Countries citing papers authored by Emma Burns

Since Specialization

Citations

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

Fields of papers citing papers by Emma Burns

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Emma Burns

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Burns, Emma, et al.. (2025). Exploring teacher–student relationships outside the positive/negative binary: A multistudy latent profile analysis of relationships and engagement in secondary science and mathematics.. Journal of Educational Psychology. 117(3). 485–507. 1 indexed citations

Burns, Emma & Penny Van Bergen. (2025). What Are Teacher–Student Relationships in Adolescent Motivation Research? A Systematic Review of Conceptualizations, Measurement, and Analysis. Educational Psychology Review. 37(1).

Burns, Emma, et al.. (2024). Which LGBTQ+ Inclusive School Strategies Support LGBTQ+ Student, Staff and Parent Perceptions of School Climate? A Latent Class Analysis. Journal of Homosexuality. 72(8). 1580–1606. 1 indexed citations

Bostwick, Keiko C. P., Emma Burns, Andrew J. Martin, Rebecca J. Collie, & Tracy L. Durksen. (2024). A Bifactor Exploratory Structural Equation Model of Students’ Growth-Focused Motivation. The Journal of Experimental Education. 93(2). 340–362. 1 indexed citations

Jones, Tiffany, et al.. (2023). Thriving Not Surviving: LGBTQ+ Students’, Staff, and Parents’ Experiences of Schools as Sites of Euphoria. Sexuality Research and Social Policy. 21(1). 44–61. 9 indexed citations

Martin, Andrew J., et al.. (2022). The role of engagement in immigrant students’ academic resilience. Learning and Instruction. 82. 101650–101650. 23 indexed citations

Burns, Emma, Rebecca J. Collie, Penny Van Bergen, & Andrew J. Martin. (2022). Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools.. Journal of Educational Psychology. 114(8). 1912–1930. 17 indexed citations

Bostwick, Keiko C. P., et al.. (2022). Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement.. Journal of Educational Psychology. 114(8). 1931–1949. 26 indexed citations

Burns, Emma, et al.. (2022). High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement. Journal of Research in Science Teaching. 60(3). 451–483. 13 indexed citations

10.

Burns, Emma, et al.. (2022). Positive, complicated, distant, and negative: How different teacher‐student relationship profiles relate to students’ science motivation. Journal of Adolescence. 94(8). 1150–1162. 6 indexed citations

11.

Burns, Emma, Andrew J. Martin, Rebecca J. Collie, & Tim Mainhard. (2021). Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science. Learning and Instruction. 75. 101498–101498. 16 indexed citations

12.

Martin, Andrew J., et al.. (2021). Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes.. Journal of Educational Psychology. 114(4). 752–771. 21 indexed citations

13.

Burns, Emma, Andrew J. Martin, & Rebecca J. Collie. (2020). Supporting and thwarting interpersonal dynamics and student achievement: a multi-level examination of PISA 2015. International Journal of Research & Method in Education. 43(4). 364–378. 11 indexed citations

14.

Martin, Andrew J., et al.. (2020). Load reduction instruction in science and students’ science engagement and science achievement.. Journal of Educational Psychology. 113(6). 1126–1142. 28 indexed citations

15.

Burns, Emma, Andrew J. Martin, & Rebecca J. Collie. (2019). Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student‐ and school‐level science achievement. Journal of Research in Science Teaching. 56(8). 1060–1082. 29 indexed citations

16.

Burns, Emma, Andrew J. Martin, Marianne Mansour, et al.. (2019). Motivational processes that support arts participation: An examination of goal orientations and aspirations.. Psychology of Aesthetics Creativity and the Arts. 14(4). 384–400. 3 indexed citations

17.

Martin, Andrew J., et al.. (2018). Growth goals and growth mindset from a methodological-synergistic perspective: lessons learned from a quantitative correlational research program. International Journal of Research & Method in Education. 42(2). 204–219. 7 indexed citations

18.

Burns, Emma, Andrew J. Martin, & Rebecca J. Collie. (2018). Understanding the role of personal best (PB) goal setting in students’ declining engagement: A latent growth model.. Journal of Educational Psychology. 111(4). 557–572. 32 indexed citations

19.

Durksen, Tracy L., et al.. (2017). Conducting Research in a Medical Science Museum: Lessons Learned from Collaboration Between Researchers and Museum Educators. Journal of Museum Education. 42(3). 273–283. 5 indexed citations

20.

Guru, Siddeswara, Ivan Hanigan, Emma Burns, et al.. (2016). Development of a cloud-based platform for reproducible science: A case study of an IUCN Red List of Ecosystems Assessment. Ecological Informatics. 36. 221–230. 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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