Jason D. Way

584 total citations
27 papers, 405 citations indexed

About

Jason D. Way is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, Jason D. Way has authored 27 papers receiving a total of 405 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 9 papers in Social Psychology and 7 papers in Clinical Psychology. Recurrent topics in Jason D. Way's work include Early Childhood Education and Development (5 papers), Higher Education Research Studies (4 papers) and Job Satisfaction and Organizational Behavior (4 papers). Jason D. Way is often cited by papers focused on Early Childhood Education and Development (5 papers), Higher Education Research Studies (4 papers) and Job Satisfaction and Organizational Behavior (4 papers). Jason D. Way collaborates with scholars based in United States, Australia and China. Jason D. Way's co-authors include Chu‐Hsiang Chang, Erin M. Eatough, Kate E. Walton, Jeremy Burrus, Alex Casillas, Russell E. Johnson, Dana Murano, Cristina Anguiano‐Carrasco, Klodiana Lanaj and Meng U. Taing and has published in prestigious journals such as SHILAP Revista de lepidopterología, Personality and Individual Differences and Journal of Research in Personality.

In The Last Decade

Jason D. Way

24 papers receiving 386 citations

Peers

Jason D. Way

PHARM

EDUCA

GHP

RUT

Per Øystein Saksvik Norway

Stephen J. Leierer United States

Louis Trudel Canada

Anna Arlinghaus United States

Katriina Hyvönen Finland

Kristina Gyllensten Sweden

Gintare Visockaite United Kingdom

Chiara Panari Italy

Ivana Igic Switzerland

Ellen Delvaux Belgium

Per Øystein Saksvik Norway

Jason D. Way

75 ×0.5

26 ×0.2

PHARM

15 ×0.2

EDUCA

192 ×2.3

GHP

135 ×1.8

RUT

Citations per year, relative to Jason D. Way Jason D. Way (= 1×) peers Per Øystein Saksvik

Countries citing papers authored by Jason D. Way

Since Specialization

Citations

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

Fields of papers citing papers by Jason D. Way

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jason D. Way. 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 Jason D. Way. The network helps show where Jason D. Way may publish in the future.

Co-authorship network of co-authors of Jason D. Way

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

All Works

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20 of 20 papers shown

Steedle, Jeffrey T. & Jason D. Way. (2024). Decomposing High-School GPA as a Predictor of First-Year GPA. Educational Assessment. 29(1). 21–35. 1 indexed citations

Embse, Nathaniel P. von der, et al.. (2023). Reconceptualizing Social and Emotional Competence Assessment in School Settings. Journal of Intelligence. 11(12). 217–217. 4 indexed citations

Way, Jason D., et al.. (2021). Predicting Perceptions of Team Process Using Optimal Distinctiveness Theory. Small Group Research. 53(3). 464–489. 7 indexed citations

Way, Jason D., et al.. (2021). A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates. Journal of College Student Retention Research Theory & Practice. 26(1). 64–84. 2 indexed citations

Way, Jason D., et al.. (2020). School-Based Interventions: Targeting Social and Emotional Skills to Increase the College Readiness of Hispanic Students from Underserved Backgrounds. Technical Brief.. 1 indexed citations

Murano, Dana, Anastasiya A. Lipnevich, Kate E. Walton, et al.. (2020). Measuring social and emotional skills in elementary students: Development of self-report Likert, situational judgment test, and forced choice items. Personality and Individual Differences. 169. 110012–110012. 24 indexed citations

Walton, Kate E., Jeremy Burrus, Cristina Anguiano‐Carrasco, Jason D. Way, & Dana Murano. (2019). Aligning ACT Tessera to the Collaborative for Academic, Social, and Emotional Learning (CASEL) Framework. Technical Brief.. 7 indexed citations

Murano, Dana, Jason D. Way, Jonathan E. Martin, et al.. (2019). The need for high-quality pre-service and inservice teacher training in social and emotional learning. SHILAP Revista de lepidopterología. 12(2). 111–113. 23 indexed citations

Stegmann, Gabriela, et al.. (2018). Reducing Gaps in First-Year Outcomes Between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid. Journal of College Student Retention Research Theory & Practice. 22(3). 441–463. 17 indexed citations

10.

Stegmann, Gabriela, et al.. (2017). Accelerated Learning and Financial Aid Associated with Positive Academic Outcomes for Hispanic First Generation College Students. Issue Brief..

11.

Way, Jason D., et al.. (2017). The Importance of Behavioral Skills and Navigation Factors for Education and Work Success. ACT Insights in Education and Work Series.. 1 indexed citations

12.

Allen, Jeff, et al.. (2017). Explaining Gender Gaps in English Composition and College Algebra in College: The Mediating Role of Psychosocial Factors. Journal of Advanced Academics. 29(1). 56–88. 3 indexed citations

13.

Levy, Laura, et al.. (2016). Grouches, Extraverts, and Jellyfish: Assessment Validity and Game Mechanics in a Gamified Assessment. 3 indexed citations

14.

Way, Jason D., et al.. (2016). Effects of Psychosocial Characteristics of Middle School Students on High School Grades and On-Time Graduation. European Journal of Psychological Assessment. 32(1). 75–83. 6 indexed citations

15.

Levy, Laura, et al.. (2015). Actions Speak Louder Than Words: An exploration of game play behavior and results from traditional assessments of individual differences.. Foundations of Digital Games. 1 indexed citations

16.

Way, Jason D.. (2015). Effects of Gender and Aggression Type on Perceptions of Aggressive Behavior at Work. Digital Commons - University of South Florida (University of South Florida). 1 indexed citations

17.

Saboe, Kristin N., Meng U. Taing, Jason D. Way, & Russell E. Johnson. (2014). Examining the Unique Mediators That Underlie the Effects of Different Dimensions of Transformational Leadership. Journal of Leadership & Organizational Studies. 22(2). 175–186. 19 indexed citations

18.

Johnson, Russell E., et al.. (2012). Approaching Success Or Avoiding Failure? Approach and Avoidance Motives in the Work Domain. European Journal of Personality. 27(5). 424–441. 42 indexed citations

19.

Eatough, Erin M., Jason D. Way, & Chu‐Hsiang Chang. (2011). Understanding the link between psychosocial work stressors and work-related musculoskeletal complaints. Applied Ergonomics. 43(3). 554–563. 190 indexed citations

20.

Way, Jason D.. (2011). Differential Reactions to Men's and Women's Counterproductive Work Behavior. Digital Commons - University of South Florida (University of South Florida). 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.

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