Jill Scevak

1.9k total citations · 1 hit paper
38 papers, 1.1k citations indexed

About

Jill Scevak is a scholar working on Education, Developmental and Educational Psychology and General Health Professions. According to data from OpenAlex, Jill Scevak has authored 38 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Education, 8 papers in Developmental and Educational Psychology and 7 papers in General Health Professions. Recurrent topics in Jill Scevak's work include Doctoral Education Challenges and Solutions (7 papers), Higher Education Research Studies (5 papers) and Disability Education and Employment (4 papers). Jill Scevak is often cited by papers focused on Doctoral Education Challenges and Solutions (7 papers), Higher Education Research Studies (5 papers) and Disability Education and Employment (4 papers). Jill Scevak collaborates with scholars based in Australia and United Kingdom. Jill Scevak's co-authors include Erica Southgate, Jack Snowman, Robert F. Biehler, Eva Dobozy, Brendan John Bartlett, Fiona Kayleen Bryer, Rachel Buchanan, Robert Cantwell, Phillip J. Moore and Shamus P. Smith and has published in prestigious journals such as Contemporary Educational Psychology, Studies in Higher Education and Higher Education Research & Development.

In The Last Decade

Jill Scevak

38 papers receiving 934 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.

Psychology Applied to Teaching

1971 453 citations Jack Snowman, Eva Dobozy et al. Griffith Research Online (Griffith University, Queensland, Australia) profile →

Peers

Jill Scevak

EDUCA

DEP

SR

HI

GHP

Kieron Sheehy United Kingdom

Zohreh R. Eslami United States

Linda Hirsch United States

Fran C. Blumberg United States

Graeme Douglas United Kingdom

Kathryn E. Ringland United States

Sheryl Burgstahler United States

Bruce Allen Knight Australia

Lisa Dieker United States

Doris Holzberger Germany

Kieron Sheehy United Kingdom

Jill Scevak

829 ×1.4

EDUCA

444 ×1.7

DEP

146 ×0.9

SR

66 ×0.5

HI

56 ×0.5

GHP

Citations per year, relative to Jill Scevak Jill Scevak (= 1×) peers Kieron Sheehy

Countries citing papers authored by Jill Scevak

Since Specialization

Citations

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

Fields of papers citing papers by Jill Scevak

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jill Scevak

This figure shows the co-authorship network connecting the top 25 collaborators of Jill Scevak. A scholar is included among the top collaborators of Jill Scevak 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 Jill Scevak. Jill Scevak 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.

Holbrook, Allyson, et al.. (2023). Dispositions towards learning: the importance of epistemic attributes for postgraduate learners. 14(3). 347–365. 1 indexed citations

2.

Southgate, Erica, et al.. (2020). University Student Experiences of Disability and the Influence of Stigma on Institutional Non-Disclosure and Learning.. NOVA (University of Newcastle Australia). 33(1). 23–37. 15 indexed citations

3.

Douglas, Heather, et al.. (2020). Older Women, Deeper Learning: Age and Gender Interact to Predict Learning Approach and Academic Achievement at University. Frontiers in Education. 5. 12 indexed citations

4.

Southgate, Erica, et al.. (2019). Learning impacts reported by students living with learning challenges/disability. Studies in Higher Education. 46(6). 1146–1158. 24 indexed citations

5.

Southgate, Erica, et al.. (2018). University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible. International Journal of Inclusive Education. 23(6). 639–655. 83 indexed citations

6.

Buchanan, Rachel, Erica Southgate, Jill Scevak, & Shamus P. Smith. (2018). Expert insights into education for positive digital footprint development. Figshare. 37. 49. 9 indexed citations

7.

Scevak, Jill, et al.. (2017). Non-disclosing students with disabilities or learning challenges: characteristics and size of a hidden population. The Australian Educational Researcher. 44(4-5). 425–441. 45 indexed citations

8.

Southgate, Erica, Shamus P. Smith, & Jill Scevak. (2017). Asking ethical questions in research using immersive virtual and augmented reality technologies with children and youth. Griffith Research Online (Griffith University, Queensland, Australia). 12–18. 33 indexed citations

9.

Eacott, Scott, et al.. (2015). School leadership preparation and development in Kenya. International Journal of Educational Management. 29(3). 355–367. 16 indexed citations

10.

Cantwell, Robert, et al.. (2015). Doctoral candidates as learners: a study of individual differences in responses to learning and its management. Studies in Higher Education. 42(1). 47–64. 21 indexed citations

11.

Southgate, Erica, et al.. (2014). The academic outcomes of first-in-family in an Australian university: An exploratory study. Figshare. 1(2). 31–45. 15 indexed citations

12.

Holbrook, Allyson, et al.. (2014). PhD Candidate Expectations: Exploring Mismatch with Experience. International journal of doctoral studies. 9. 329–346. 57 indexed citations

13.

Cantwell, Robert, Jill Scevak, Sid Bourke, & Allyson Holbrook. (2012). Identifying individual differences among doctoral candidates: A framework for understanding problematic candidature. International Journal of Educational Research. 53. 68–79. 14 indexed citations

14.

Scevak, Jill, et al.. (2010). An online resource to support first year students' psychosocial and academic transition. NOVA (University of Newcastle, Australia). 1 indexed citations

15.

Holbrook, Allyson, et al.. (2009). A profile of education journals. NOVA (University of Newcastle, Australia). 6 indexed citations

16.

Cantwell, Robert & Jill Scevak. (2005). Discrepancies between the 'ideal' and 'passable' doctorate: supervisor thinking on doctoral standards. NOVA (University of Newcastle Australia). 4 indexed citations

17.

Archer, Jennifer & Jill Scevak. (1998). Enhancing Students’ Motivation to Learn: achievement goals in university classrooms. Educational Psychology. 18(2). 205–223. 23 indexed citations

18.

Scevak, Jill & Phillip J. Moore. (1997). The strategies students in years 5, 7 and 9 use for processing texts and visual aids. The Australian Journal of Language and Literacy. 20(4). 280. 1 indexed citations

19.

Scevak, Jill & Phillip J. Moore. (1990). Effective Processing of Visual Information. Reading. 24(1). 28–36. 8 indexed citations

20.

Snowman, Jack, Eva Dobozy, Jill Scevak, et al.. (1971). Psychology Applied to Teaching. Griffith Research Online (Griffith University, Queensland, Australia). 453 indexed citations breakdown →

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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