James Down

411 total citations
8 papers, 257 citations indexed

About

James Down is a scholar working on Social Psychology, Education and Clinical Psychology. According to data from OpenAlex, James Down has authored 8 papers receiving a total of 257 indexed citations (citations by other indexed papers that have themselves been cited), including 6 papers in Social Psychology, 5 papers in Education and 2 papers in Clinical Psychology. Recurrent topics in James Down's work include Bullying, Victimization, and Aggression (6 papers), Child Development and Digital Technology (5 papers) and Impact of Technology on Adolescents (2 papers). James Down is often cited by papers focused on Bullying, Victimization, and Aggression (6 papers), Child Development and Digital Technology (5 papers) and Impact of Technology on Adolescents (2 papers). James Down collaborates with scholars based in United Kingdom and Canada. James Down's co-authors include Michael J. Boulton, John Fowles, Jessica N. Sanders, R. A. Cushman, Helen L Craddock, Eleonora Maria Camerone, Lucy R. Betts, John Weinman, Michael G. Mythen and Melanie J. Davies and has published in prestigious journals such as Journal of Adolescence, Journal of Teacher Education and Cyberpsychology Behavior and Social Networking.

In The Last Decade

James Down

8 papers receiving 240 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
James Down United Kingdom	6	186	102	58	44	42	8	257
Pablo Saiz-González Spain	7	122 0.7×	54 0.5×	35 0.6×	48 1.1×	23 0.5×	30	220
Melanie Epstein Australia	8	172 0.9×	105 1.0×	31 0.5×	93 2.1×	11 0.3×	12	252
Elizabeth Spinney United States	6	135 0.7×	76 0.7×	82 1.4×	119 2.7×	28 0.7×	8	260
Rachel Takriti United Arab Emirates	8	22 0.1×	81 0.8×	91 1.6×	83 1.9×	7 0.2×	29	277
Stephen James Minton Ireland	12	192 1.0×	151 1.5×	76 1.3×	64 1.5×	17 0.4×	24	305
Cristina Serna Sarrato Spain	7	173 0.9×	177 1.7×	139 2.4×	107 2.4×	22 0.5×	12	305
Rajitha Kota United States	8	188 1.0×	104 1.0×	160 2.8×	53 1.2×	76 1.8×	11	360
Alejandra Barreiro-Collazo Spain	7	208 1.1×	155 1.5×	102 1.8×	84 1.9×	43 1.0×	9	303
Elisa Cantone Italy	3	130 0.7×	74 0.7×	34 0.6×	77 1.8×	18 0.4×	17	207
Serim Lee South Korea	7	134 0.7×	67 0.7×	83 1.4×	71 1.6×	47 1.1×	28	252

Countries citing papers authored by James Down

Since Specialization

Citations

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

Fields of papers citing papers by James Down

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of James Down

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

All Works

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8 of 8 papers shown

1.

Boulton, Michael J., et al.. (2021). Promoting Junior School Students’ Anti-bullying Beliefs with the CATZ Cross-age Teaching Zone Intervention. International Journal of Bullying Prevention. 5(1). 38–51. 4 indexed citations

2.

Boulton, Michael J., et al.. (2019). Subjective versus objective knowledge of online safety/dangers as predictors of children’s perceived online safety and attitudes towards e-safety education in the United Kingdom. Journal of Children and Media. 14(3). 376–395. 19 indexed citations

3.

Boulton, Michael J., et al.. (2017). Perceived barriers that prevent high school students seeking help from teachers for bullying and their effects on disclosure intentions. Journal of Adolescence. 56(1). 40–51. 47 indexed citations

4.

Boulton, Michael J., et al.. (2016). Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study. Cyberpsychology Behavior and Social Networking. 19(10). 609–614. 14 indexed citations

5.

Boulton, Michael J., et al.. (2013). A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios. Journal of Teacher Education. 65(2). 145–155. 64 indexed citations

6.

Down, James, et al.. (2012). Predicting Undergraduates' Self-Reported Engagement in Traditional and Cyberbullying from Attitudes. Cyberpsychology Behavior and Social Networking. 15(3). 141–147. 68 indexed citations

7.

Wade, Dorothy, David Howell, Matthew Hankins, et al.. (2012). Development Of A New Questionnaire To Assess Psychological Stress In Intensive Care. A2292–A2292. 1 indexed citations

8.

Cushman, R. A., et al.. (1990). Bicycle-related injuries: a survey in a pediatric emergency department.. PubMed. 143(2). 108–12. 40 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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