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.
Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review
20065.1k citationsJames B. Schreiber, Frances K. Stage et al.The Journal of Educational Researchprofile →
Citations per year, relative to Frances K. Stage Frances K. Stage (= 1×)
peers
William D. Schafer
Countries citing papers authored by Frances K. Stage
Since
Specialization
Citations
This map shows the geographic impact of Frances K. Stage'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 Frances K. Stage with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Frances K. Stage more than expected).
Fields of papers citing papers by Frances K. Stage
This network shows the impact of papers produced by Frances K. Stage. 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 Frances K. Stage. The network helps show where Frances K. Stage may publish in the future.
Co-authorship network of co-authors of Frances K. Stage
This figure shows the co-authorship network connecting the top 25 collaborators of Frances K. Stage.
A scholar is included among the top collaborators of Frances K. Stage 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 Frances K. Stage. Frances K. Stage is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Stage, Frances K.. (2007). Beyond Demography: Studying Elite College Students of Color - The Source of the River: The Social Origins of Freshman at America's Selective Colleges and Universities by Douglas Massey, Camille Charles, Garvey Lundy, Mary Fisher. The Journal of Higher Education. 78(5).11 indexed citations
2.
Schreiber, James B., et al.. (2006). Confirmatory Factor Analyses and Structural Equations Modeling: An Introduction and Review. The Journal of Educational Research. 99(6).7 indexed citations
Stage, Frances K., et al.. (2002). Personalizing the Goals of Undergraduate Research. The journal of college science teaching. 120–125.18 indexed citations
6.
Stage, Frances K., et al.. (2002). Personalizing the Goals of Undergraduate Research: Implementing Three Types of Goals.. The journal of college science teaching. 32(2). 120–125.9 indexed citations
7.
Stage, Frances K., et al.. (2000). Linking theory to practice : case studies for working with college students. Routledge eBooks.10 indexed citations
8.
Stage, Frances K., et al.. (1999). Hate Crimes and Violence on College and University Campuses.. Journal of college student development. 40(1). 3–9.20 indexed citations
9.
Stage, Frances K.. (1999). Toward higher learning. Review of higher education/The review of higher education. 22(2). 203–211.1 indexed citations
10.
Stage, Frances K.. (1996). Setting the Context: Psychological Theories of Learning. Journal of college student development. 37(2). 227–235.18 indexed citations
11.
Stage, Frances K.. (1995). The College Mathematics Classroom: Gender and Perceptions of Environment.. Research in the Teaching of Developmental Education. 11(2). 97–104.1 indexed citations
12.
Stage, Frances K.. (1994). Fine tuning the instrument: Using process models for work with student development theory. College student affairs journal. 13(2). 21–28.3 indexed citations
13.
Stage, Frances K. & Florence A. Hamrick. (1994). Diversity Issues: Fostering Campuswide Development of Multiculturalism.. Journal of college student development. 35(5). 331–336.14 indexed citations
14.
Stage, Frances K., et al.. (1993). A Combined Model of Student Predisposition to College and Persistence in College.. Journal of college student development. 34(4). 276–281.24 indexed citations
15.
Stage, Frances K. & Ruth V. Russell. (1992). Using Method Triangulation in College Student Research.. Journal of college student development. 33(6). 485–491.9 indexed citations
16.
Stage, Frances K. & Kathleen Manning. (1992). Enhancing the multicultural campus environment : a cultural brokering approach. Bibliothèque et Archives nationales du Québec (Québec government).21 indexed citations
17.
Stage, Frances K. & Peter Kloosterman. (1991). Relationships between Ability, Belief and Achievement in Remedial College Mathematics Classrooms.. Research in the Teaching of Developmental Education. 8(1). 27–36.13 indexed citations
18.
Stage, Frances K.. (1991). Common elements of theory: A framework for college student development. Journal of college student development. 32(1). 56–61.7 indexed citations
19.
Stage, Frances K., et al.. (1990). Students' Motivation and Changes in Motivation During the First Year of College. Journal of college student development. 31(6). 516–522.19 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.