George G. Bear

5.4k total citations · 1 hit paper
88 papers, 3.7k citations indexed

About

George G. Bear is a scholar working on Education, Clinical Psychology and Social Psychology. According to data from OpenAlex, George G. Bear has authored 88 papers receiving a total of 3.7k indexed citations (citations by other indexed papers that have themselves been cited), including 54 papers in Education, 28 papers in Clinical Psychology and 27 papers in Social Psychology. Recurrent topics in George G. Bear's work include Early Childhood Education and Development (25 papers), Child and Adolescent Psychosocial and Emotional Development (24 papers) and Bullying, Victimization, and Aggression (22 papers). George G. Bear is often cited by papers focused on Early Childhood Education and Development (25 papers), Child and Adolescent Psychosocial and Emotional Development (24 papers) and Bullying, Victimization, and Aggression (22 papers). George G. Bear collaborates with scholars based in United States, Brazil and China. George G. Bear's co-authors include Kathleen M. Minke, Chunyan Yang, Maureen A. Manning, Clare Gaskins, Carroll E. Izard, Jaana Juvonen, David Osher, Jeffrey R. Sprague, David Schultz and Herbert C. Richards and has published in prestigious journals such as Journal of Educational Psychology, Developmental Psychology and Development and Psychopathology.

In The Last Decade

George G. Bear

87 papers receiving 3.3k 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.

Children's needs III: Development, prevention, and intervention.

2006 496 citations George G. Bear et al. profile →

Peers

George G. Bear

EDUCA

SP

CP

DEP

SR

Sara Harkness United States

Marinus Voeten Netherlands

Annemaree Carroll Australia

Carolyn Pope Edwards United States

Kriston B. Schellinger United States

Andrew F. Newcomb United States

Shane R. Jimerson United States

Rhona S. Weinstein United States

Hilde Colpin Belgium

Erin Phelps United States

Sara Harkness United States

George G. Bear

1.9k ×0.8

EDUCA

998 ×0.7

SP

1.4k ×0.9

CP

603 ×0.8

DEP

328 ×0.5

SR

Citations per year, relative to George G. Bear George G. Bear (= 1×) peers Sara Harkness

Countries citing papers authored by George G. Bear

Since Specialization

Citations

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

Fields of papers citing papers by George G. Bear

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by George G. Bear. 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 George G. Bear. The network helps show where George G. Bear may publish in the future.

Co-authorship network of co-authors of George G. Bear

This figure shows the co-authorship network connecting the top 25 collaborators of George G. Bear. A scholar is included among the top collaborators of George G. Bear 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 George G. Bear. George G. Bear 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

1.

Bear, George G.. (2024). Lying, Cheating, Bullying and Narcissism. 1 indexed citations

2.

Kupchik, Aaron, et al.. (2022). Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate. Psychology in the Schools. 59(8). 1538–1555. 3 indexed citations

3.

Teng, Zhaojun, George G. Bear, Chunyan Yang, Qian Nie, & Cheng Guo. (2019). Moral disengagement and bullying perpetration: A longitudinal study of the moderating effect of school climate.. School Psychology. 35(1). 99–109. 38 indexed citations

4.

Yang, Chunyan, George G. Bear, & Henry May. (2018). Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools. School Psychology Review. 47(1). 45–61. 61 indexed citations

5.

Nie, Qian, Zhaojun Teng, George G. Bear, et al.. (2018). Hope as Mediator Between Teacher–Student Relationships and Life Satisfaction Among Chinese Adolescents: A Between- and Within-Person Effects Analysis. Journal of Happiness Studies. 20(7). 2367–2383. 39 indexed citations

6.

Bear, George G., Chunyan Yang, & Elizabeth Pasipanodya. (2014). Assessing School Climate. Journal of Psychoeducational Assessment. 33(2). 115–129. 27 indexed citations

7.

Yang, Chunyan, et al.. (2013). Students' perceptions of school climate in the U.S. and China.. School Psychology Quarterly. 28(1). 7–24. 98 indexed citations

8.

Bear, George G.. (2013). Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision?. Journal of Educational and Psychological Consultation. 23(4). 318–340. 12 indexed citations

9.

Bear, George G.. (2012). Both Suspension and Alternatives Work, Depending on One's Aim. Journal of School Violence. 11(2). 174–186. 14 indexed citations

10.

Bear, George G., et al.. (2011). Delaware School Climate Survey—Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology. 49(2). 157–174. 239 indexed citations

11.

Bear, George G.. (2011). Positive Psychology and School Discipline: Positive Is Not Simply the Opposite of Punitive.. Communique. 39(5). 8–9. 3 indexed citations

12.

Graybill, Emily, Kris Varjas, Joel Meyers, Laurel B. Watson, & George G. Bear. (2009). Content-Specific Strategies to Advocate for Lesbian, Gay, Bisexual, and Transgender Youth: An Exploratory Study. School Psychology Review. 38(4). 570–584. 40 indexed citations

13.

Bear, George G., et al.. (2008). Fostering Self-Discipline.. Principal leadership. 9(2). 10–14. 5 indexed citations

14.

Bear, George G., Albert R. Cavalier, & Maureen A. Manning. (2005). Developing self-discipline and preventing and correcting misbehavior. 48 indexed citations

15.

Bear, George G., Maureen A. Manning, & Carroll E. Izard. (2003). Responsible behavior: The importance of social cognition and emotion.. School Psychology Quarterly. 18(2). 140–157. 33 indexed citations

16.

Bear, George G., et al.. (1997). Relational Aggression and Peer Relations: Gender and Developmental Issues.. Merrill-palmer Quarterly. 43(1). 87–106. 195 indexed citations

17.

Richards, Herbert C., et al.. (1992). Moral Reasoning and Classroom Conduct: Evidence of a Curvilinear Relationship.. Merrill-palmer Quarterly. 38(2). 176–190. 13 indexed citations

18.

Bear, George G.. (1989). Sociomoral Reasoning and Antisocial Behaviors among Normal Sixth Graders.. Merrill-palmer Quarterly. 35(2). 14 indexed citations

19.

Bear, George G.. (1984). Microcomputers and School Effectiveness.. Educational Technology archive. 24(1). 11–15. 9 indexed citations

20.

Bear, George G.. (1983). Usefulness of YET and Kohlberg's Approach to Guidance.. Elementary school guidance and counseling. 17(3). 1 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.

Explore authors with similar magnitude of impact