John Ranellucci

1.3k total citations
23 papers, 889 citations indexed

About

John Ranellucci is a scholar working on Experimental and Cognitive Psychology, Education and Social Psychology. According to data from OpenAlex, John Ranellucci has authored 23 papers receiving a total of 889 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Experimental and Cognitive Psychology, 12 papers in Education and 10 papers in Social Psychology. Recurrent topics in John Ranellucci's work include Education, Achievement, and Giftedness (11 papers), Innovative Teaching and Learning Methods (8 papers) and Educational Strategies and Epistemologies (6 papers). John Ranellucci is often cited by papers focused on Education, Achievement, and Giftedness (11 papers), Innovative Teaching and Learning Methods (8 papers) and Educational Strategies and Epistemologies (6 papers). John Ranellucci collaborates with scholars based in Canada, United States and South Korea. John Ranellucci's co-authors include Thomas Goetz, Eva S. Becker, Vinzenz Morger, Krista R. Muis, Nathan C. Hall, Melissa Duffy, Joshua M. Rosenberg, Gina M. Franco, Gregory Trevors and Bradley W. Bergey and has published in prestigious journals such as Teaching and Teacher Education, Learning and Instruction and Journal of Experimental Child Psychology.

In The Last Decade

John Ranellucci

21 papers receiving 852 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
John Ranellucci Canada 15 498 380 283 265 98 23 889
Lucia Ronconi Italy 4 414 0.8× 265 0.7× 252 0.9× 326 1.2× 100 1.0× 9 819
Shaoying Gong China 18 384 0.8× 282 0.7× 243 0.9× 231 0.9× 134 1.4× 39 828
Miriam Vock Germany 15 408 0.8× 193 0.5× 279 1.0× 146 0.6× 94 1.0× 55 761
Wondimu Ahmed Netherlands 11 458 0.9× 444 1.2× 495 1.7× 170 0.6× 150 1.5× 19 951
Toni M. Kempler United States 5 438 0.9× 364 1.0× 303 1.1× 220 0.8× 59 0.6× 5 825
Elisabeth Vogl Germany 10 321 0.6× 312 0.8× 423 1.5× 266 1.0× 104 1.1× 12 899
Tobias Ringeisen Germany 15 269 0.5× 285 0.8× 236 0.8× 116 0.4× 213 2.2× 41 743
Kyla Haimovitz United States 8 339 0.7× 382 1.0× 413 1.5× 176 0.7× 233 2.4× 12 899
Jenna Cambria Germany 8 558 1.1× 376 1.0× 503 1.8× 224 0.8× 67 0.7× 8 1000
Frank Lipowsky Germany 18 1.0k 2.0× 350 0.9× 275 1.0× 343 1.3× 45 0.5× 91 1.3k

Countries citing papers authored by John Ranellucci

Since Specialization
Citations

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

Fields of papers citing papers by John Ranellucci

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of John Ranellucci

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

All Works

20 of 20 papers shown
1.
Williams, Shanna, et al.. (2024). Elementary school-aged children’s perceptions of academic dishonesty: Definitions and moral evaluations of cheating behaviors in school. Journal of Experimental Child Psychology. 242. 105893–105893.
2.
Bergey, Bradley W. & John Ranellucci. (2024). How early pedagogical experiences relate to teachers’ career motivations. Teaching and Teacher Education. 153. 104808–104808.
3.
Ranellucci, John & Joshua M. Rosenberg. (2023). Students’ interest, engagement, and achievement in online high school science courses. Educational Psychology. 44(1). 1–19. 5 indexed citations
4.
Ranellucci, John, Kristy A. Robinson, Joshua M. Rosenberg, et al.. (2021). Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom. Contemporary Educational Psychology. 65. 101966–101966. 14 indexed citations
5.
Ranellucci, John, Joshua M. Rosenberg, & Eric Poitras. (2020). Exploring pre‐service teachers' use of technology: The technology acceptance model and expectancy–value theory. Journal of Computer Assisted Learning. 36(6). 810–824. 53 indexed citations
6.
Ranellucci, John & Bradley W. Bergey. (2020). Using Motivation Design Principles to Teach Screencasting in Online Teacher Education Courses. 28(2). 393–401. 6 indexed citations
7.
Bergey, Bradley W. & John Ranellucci. (2020). Motivation profiles of urban preservice teachers: Relations to socialization, initial career perceptions, and demographics. Contemporary Educational Psychology. 64. 101936–101936. 18 indexed citations
8.
Bergey, Bradley W., John Ranellucci, & Avi Kaplan. (2019). The conceptualization of costs and barriers of a teaching career among Latino preservice teachers. Contemporary Educational Psychology. 59. 101794–101794. 26 indexed citations
9.
Ranellucci, John, Nathan C. Hall, Krista R. Muis, Susanne P. Lajoie, & Kristy A. Robinson. (2017). Mastery, Maladaptive Learning Behaviour, and Academic Achievement: An Intervention Approach. Canadian Journal of Education / Revue canadienne de l éducation. 40(4). 704–738. 5 indexed citations
10.
Robinson, Kristy A., et al.. (2017). Affective profiles and academic success in a college science course. Contemporary Educational Psychology. 51. 209–221. 49 indexed citations
11.
Shin, Tae Seob, John Ranellucci, & Cary J. Roseth. (2017). Effects of peer and instructor rationales on online students’ motivation and achievement. International Journal of Educational Research. 82. 184–199. 15 indexed citations
12.
Akcaoğlu, Mete, Joshua M. Rosenberg, John Ranellucci, & Christina V. Schwarz. (2017). Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science. International Journal of Educational Research. 87. 67–77. 10 indexed citations
13.
Muis, Krista R., Philip H. Winne, & John Ranellucci. (2016). The Role of Calibration Bias and Performance Feedback in Achievement Goal Regulation. CUNY Academic Works (City University of New York). 4(1). 14–36. 6 indexed citations
14.
Hall, Nathan C., et al.. (2016). Achievement goals and emotions: The mediational roles of perceived progress, control, and value. British Journal of Educational Psychology. 86(2). 313–330. 49 indexed citations
15.
Duffy, Melissa, et al.. (2016). Exploring Relations between Teachers' Beliefs, Instructional Practices, and Students' Beliefs in Statistics. CUNY Academic Works (City University of New York). 4(1). 37–66. 9 indexed citations
16.
Muis, Krista R., John Ranellucci, Gregory Trevors, & Melissa Duffy. (2015). The effects of technology-mediated immediate feedback on kindergarten students' attitudes, emotions, engagement and learning outcomes during literacy skills development. Learning and Instruction. 38. 1–13. 57 indexed citations
17.
Ranellucci, John, Nathan C. Hall, & Thomas Goetz. (2015). Achievement goals, emotions, learning, and performance: A process model.. Motivation Science. 1(2). 98–120. 90 indexed citations
18.
Becker, Eva S., Thomas Goetz, Vinzenz Morger, & John Ranellucci. (2014). The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis. Teaching and Teacher Education. 43. 15–26. 299 indexed citations
19.
Muis, Krista R., John Ranellucci, Gina M. Franco, & Kent J. Crippen. (2013). The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class. The Journal of Experimental Education. 81(4). 556–578. 41 indexed citations
20.
Ranellucci, John, et al.. (2012). To master or perform? Exploring relations between achievement goals and conceptual change learning. British Journal of Educational Psychology. 83(3). 431–451. 31 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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