John Mark Froiland

3.3k total citations · 1 hit paper
34 papers, 1.7k citations indexed

About

John Mark Froiland is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, John Mark Froiland has authored 34 papers receiving a total of 1.7k indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 15 papers in Social Psychology and 15 papers in Clinical Psychology. Recurrent topics in John Mark Froiland's work include Parental Involvement in Education (20 papers), Early Childhood Education and Development (13 papers) and Motivation and Self-Concept in Sports (11 papers). John Mark Froiland is often cited by papers focused on Parental Involvement in Education (20 papers), Early Childhood Education and Development (13 papers) and Motivation and Self-Concept in Sports (11 papers). John Mark Froiland collaborates with scholars based in United States and Finland. John Mark Froiland's co-authors include Frank C. Worrell, Mark L. Davison, Douglas R. Powell, Seunghee Son, Karen E. Diamond, Nancy File, Mariola Moeyaert, Erin Ruth Baker, Edward Berger and F. Richard Olenchak and has published in prestigious journals such as SHILAP Revista de lepidopterología, Children and Youth Services Review and Learning and Individual Differences.

In The Last Decade

John Mark Froiland

34 papers receiving 1.6k 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.

INTRINSIC MOTIVATION, LEARNING GOALS, ENGAGEMENT, AND ACHIEVEMENT IN A DIVERSE HIGH SCHOOL

2016 263 citations John Mark Froiland, Frank C. Worrell Psychology in the Schools profile →

Peers

John Mark Froiland

EDUCA

ECP

DEP

Idit Katz Israel

Virginia M. C. Tze Canada

Christopher A. Hafen United States

Wan Har Chong Singapore

Susan Colmar Australia

Sungok Serena Shim United States

Jaime León Spain

Feliciano Henriques Veiga Portugal

Jorgianne Civey Robinson United States

Malte Schwinger Germany

Idit Katz Israel

John Mark Froiland

907 ×0.9

EDUCA

762 ×1.4

499 ×1.0

367 ×1.0

ECP

326 ×1.2

DEP

Citations per year, relative to John Mark Froiland John Mark Froiland (= 1×) peers Idit Katz

Countries citing papers authored by John Mark Froiland

Since Specialization

Citations

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

Fields of papers citing papers by John Mark Froiland

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by John Mark Froiland. 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 John Mark Froiland. The network helps show where John Mark Froiland may publish in the future.

Co-authorship network of co-authors of John Mark Froiland

This figure shows the co-authorship network connecting the top 25 collaborators of John Mark Froiland. A scholar is included among the top collaborators of John Mark Froiland 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 John Mark Froiland. John Mark Froiland 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

Froiland, John Mark, et al.. (2022). Diversity of Intelligence is the Norm Within the Autism Spectrum: Full Scale Intelligence Scores Among Children with ASD. Child Psychiatry & Human Development. 54(4). 1094–1101. 10 indexed citations

Froiland, John Mark, et al.. (2021). Neurodiversity and Intelligence: Evaluating the Flynn Effect in Children with Autism Spectrum Disorder. Child Psychiatry & Human Development. 53(5). 919–927. 3 indexed citations

Berger, Edward, et al.. (2021). A Scoping Literature Review of Engineering Thriving to Redefine Student Success. SHILAP Revista de lepidopterología. 2(2). 19–19. 19 indexed citations

Berger, Edward, et al.. (2020). Teaching Undergraduate Engineering Students Gratitude, Meaning, and Mindfulness. Papers on Engineering Education Repository (American Society for Engineering Education). 5 indexed citations

Froiland, John Mark, et al.. (2020). Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use among urban adolescents. Addiction Research & Theory. 29(4). 347–357. 16 indexed citations

Froiland, John Mark, et al.. (2020). Preschool teachers’ transition practices and parents’ perceptions as predictors of involvement and children’s school readiness. Children and Youth Services Review. 109. 104742–104742. 31 indexed citations

Froiland, John Mark, et al.. (2020). Parent perceptions of elementary classroom management systems and their children’s motivational and emotional responses. Social Psychology of Education. 23(2). 433–448. 12 indexed citations

Froiland, John Mark, et al.. (2019). Teacher–student relationships, psychological need satisfaction, and happiness among diverse students. Psychology in the Schools. 56(5). 856–870. 59 indexed citations

Baker, Erin Ruth, et al.. (2019). Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement. Infant and Child Development. 28(6). 30 indexed citations

10.

Froiland, John Mark. (2018). Promoting Gratitude and Positive Feelings About Learning Among Young Adults. Journal of Adult Development. 25(4). 251–258. 15 indexed citations

11.

Froiland, John Mark & Frank C. Worrell. (2016). Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents. Educational Psychology. 37(3). 261–271. 58 indexed citations

12.

Froiland, John Mark, Mark L. Davison, & Frank C. Worrell. (2016). Aloha teachers: teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement. Social Psychology of Education. 19(4). 879–894. 57 indexed citations

13.

Froiland, John Mark & Mark L. Davison. (2014). Home literacy, television viewing, fidgeting and ADHD in young children. Educational Psychology. 36(8). 1337–1353. 23 indexed citations

14.

Froiland, John Mark. (2013). Parents’ Weekly Descriptions of Autonomy Supportive Communication: Promoting Children’s Motivation to Learn and Positive Emotions. Journal of Child and Family Studies. 24(1). 117–126. 82 indexed citations

15.

Froiland, John Mark & Mark L. Davison. (2013). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education. 17(1). 1–17. 94 indexed citations

16.

Froiland, John Mark, et al.. (2012). Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success. Contemporary School Psychology. 16(1). 91–100. 65 indexed citations

17.

Froiland, John Mark, et al.. (2012). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International. 34(1). 33–50. 156 indexed citations

18.

Froiland, John Mark, et al.. (2012). Advancing the Discussion About Systematic Classroom Behavioral Observation, a Product Review of Tenny, J. (2010). eCOVE Observation Software. Pacific City, OR. Journal of Attention Disorders. 18(4). 385–391. 4 indexed citations

19.

Froiland, John Mark. (2011). Response to Intervention as a Vehicle for Powerful Mental Health Interventions in the Schools. Contemporary School Psychology. 15(1). 35–42. 10 indexed citations

20.

Froiland, John Mark. (2010). Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention. Child & Youth Care Forum. 40(2). 135–149. 107 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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