John R. Bergan

5.0k total citations · 1 hit paper
77 papers, 3.4k citations indexed

About

John R. Bergan is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Education. According to data from OpenAlex, John R. Bergan has authored 77 papers receiving a total of 3.4k indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Developmental and Educational Psychology, 23 papers in Clinical Psychology and 19 papers in Education. Recurrent topics in John R. Bergan's work include Behavioral and Psychological Studies (20 papers), Child and Adolescent Psychosocial and Emotional Development (16 papers) and Educational and Psychological Assessments (14 papers). John R. Bergan is often cited by papers focused on Behavioral and Psychological Studies (20 papers), Child and Adolescent Psychosocial and Emotional Development (16 papers) and Educational and Psychological Assessments (14 papers). John R. Bergan collaborates with scholars based in United States, United Kingdom and Canada. John R. Bergan's co-authors include Thomas R. Kratochwill, Martin L. Tombari, Kirk D. Strosahl, Steven C. Hayes, Melissa A. Polusny, Kelly G. Wilson, Thane A. Dykstra, Frank W. Bond, Susan M. McCurry and Sonja V. Batten and has published in prestigious journals such as Psychological Bulletin, Child Development and Journal of Consulting and Clinical Psychology.

In The Last Decade

John R. Bergan

70 papers receiving 2.9k 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.

Measuring experiential avoidance: A preliminary test of a working model

2004 1.6k citations John R. Bergan et al. profile →

Peers

John R. Bergan

CP

DEP

ECP

SP

EDUCA

Richard M. McFall United States

Randy W. Kamphaus United States

Richard M. Eisler United States

Bernice L. Rosman United States

Raymond DiGiuseppe United States

Sol L. Garfield United States

Diane B. Arnkoff United States

William C. Follette United States

Robert D. Zettle United States

Ruth Williams United Kingdom

Richard M. McFall United States

John R. Bergan

2.1k ×0.9

CP

1.1k ×0.9

DEP

613 ×0.8

ECP

1.1k ×1.6

SP

257 ×0.6

EDUCA

Citations per year, relative to John R. Bergan John R. Bergan (= 1×) peers Richard M. McFall

Countries citing papers authored by John R. Bergan

Since Specialization

Citations

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

Fields of papers citing papers by John R. Bergan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of John R. Bergan

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

Bergan, John R., et al.. (2005). Standards Mastery Determined by Benchmark and Statewide Test Performance. 1 indexed citations

2.

Bergan, John R., et al.. (1995). Operant Techniques in School Psychology. Journal of Educational and Psychological Consultation. 6(2). 103–110. 1 indexed citations

3.

Bergan, John R., et al.. (1993). Developmental Assessment: New Directions.. Young children. 48(5). 41–47. 2 indexed citations

4.

Burgoon, Judee K., Beth A. Le Poire, Larry E. Beutler, John R. Bergan, & David Engle. (1992). Nonverbal behaviors as indices of arousal: Extension to the psychotherapy context. Journal of Nonverbal Behavior. 16(3). 159–178. 12 indexed citations

5.

Morris, Richard J., John R. Bergan, & John V. Fulginiti. (1991). Structural equation modeling in clinical assessment research with children.. Journal of Consulting and Clinical Psychology. 59(3). 371–379. 13 indexed citations

6.

Bergan, John R., et al.. (1991). Effects of a Measurement and Planning System on Kindergartners’ Cognitive Development and Educational Programming. American Educational Research Journal. 28(3). 683–714. 27 indexed citations

7.

Bergan, John R. & Thomas R. Kratochwill. (1990). Behavioral consultation and therapy. Medical Entomology and Zoology. 333 indexed citations

8.

Bergan, John R.. (1988). Diagnosis of diagnosis diagnosed.. 3(2). 135–140.

9.

Bergan, John R. & Clement A. Stone. (1985). Latent class models for knowledge domains.. Psychological Bulletin. 98(1). 166–184. 7 indexed citations

10.

Bergan, John R., et al.. (1984). Rule replacement in the development of basic number skills.. Journal of Educational Psychology. 76(2). 289–299. 2 indexed citations

11.

Bergan, John R.. (1983). Chapter 8: Latent-class Models in Educational Research. Review of Research in Education. 10(1). 305–360. 6 indexed citations

12.

Kratochwill, Thomas R., John R. Bergan, & F. Charles Mace. (1981). Practitioner Competencies Needed for Implementation of Behavioral Psychology in the Schools: Issues in Supervision. School Psychology Review. 10(4). 434–444. 8 indexed citations

13.

Bergan, John R., et al.. (1980). An examination of prerequisite relations, positive transfer among learning tasks, and variations in instruction for a seriation hierarchy. Contemporary Educational Psychology. 5(3). 203–215. 9 indexed citations

14.

Bergan, John R.. (1980). MEASURING OBSERVER AGREEMENT USING THE QUASI‐INDEPENDENCE CONCEPT. Journal of Educational Measurement. 17(1). 59–69. 9 indexed citations

15.

Bergan, John R., et al.. (1979). Variations in IQ testing and instruction and the letter learning and achievement of Anglo and bilingual Mexican-American children.. Journal of Educational Psychology. 71(6). 819–826. 3 indexed citations

16.

Kratochwill, Thomas R. & John R. Bergan. (1978). Training school psychologists: Some perspectives on a competency-based behavioral consultation model.. Professional Psychology. 9(1). 71–82. 5 indexed citations

17.

Bergan, John R. & Martin L. Tombari. (1976). Consultant skill and efficiency and the implementation and outcomes of consultation. Journal of School Psychology. 14(1). 3–14. 177 indexed citations

18.

Bergan, John R.. (1970). A systems approach to psychological services. Psychology in the Schools. 7(4). 315–319. 13 indexed citations

19.

Bergan, John R.. (1967). The effects of observation and competition on performance on a programmed text. Psychology in the Schools. 4(1). 27–29. 1 indexed citations

20.

Bergan, John R.. (1965). Pitch Perception, Imagery, and Regression in the Service of the Ego. Journal of Research in Music Education. 13(1). 15–32. 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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