Kara M. Styck

581 total citations
25 papers, 378 citations indexed

About

Kara M. Styck is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Kara M. Styck has authored 25 papers receiving a total of 378 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Developmental and Educational Psychology, 11 papers in Clinical Psychology and 8 papers in Experimental and Cognitive Psychology. Recurrent topics in Kara M. Styck's work include Child and Adolescent Psychosocial and Emotional Development (8 papers), Educational and Psychological Assessments (6 papers) and Cognitive Abilities and Testing (6 papers). Kara M. Styck is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (8 papers), Educational and Psychological Assessments (6 papers) and Cognitive Abilities and Testing (6 papers). Kara M. Styck collaborates with scholars based in United States and Canada. Kara M. Styck's co-authors include Marley W. Watkins, Michelle K. Demaray, Julia Ogg, Christine K. Malecki, Christopher J. Anthony, Sarah J. Gervais, Gary L. Canivez, M. Meghan Davidson, David DiLillo and Ryan J. McGill and has published in prestigious journals such as SHILAP Revista de lepidopterología, Child Development and Psychological Assessment.

In The Last Decade

Kara M. Styck

24 papers receiving 360 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Kara M. Styck United States 12 154 115 107 92 52 25 378
Kate E. Norwalk United States 11 182 1.2× 119 1.0× 43 0.4× 176 1.9× 94 1.8× 27 460
Eva Nwokah United States 6 58 0.4× 62 0.5× 74 0.7× 42 0.5× 127 2.4× 9 303
Gabrielle Garon‐Carrier Canada 9 94 0.6× 61 0.5× 94 0.9× 210 2.3× 83 1.6× 36 400
Nicole Ethier Canada 7 159 1.0× 29 0.3× 115 1.1× 40 0.4× 133 2.6× 9 318
Alyssa S. Meuwissen United States 10 203 1.3× 72 0.6× 63 0.6× 198 2.2× 74 1.4× 13 398
Crystal N. Taylor United States 12 129 0.8× 138 1.2× 28 0.3× 114 1.2× 68 1.3× 35 329
Jeremy Swinson United Kingdom 13 89 0.6× 230 2.0× 36 0.3× 310 3.4× 70 1.3× 33 515
Kevin E. Wells United States 9 67 0.4× 36 0.3× 173 1.6× 36 0.4× 109 2.1× 17 272
Barbara A. Rothlisberg United States 10 217 1.4× 111 1.0× 157 1.5× 401 4.4× 121 2.3× 25 644
Krisztián Józsa Hungary 12 75 0.5× 138 1.2× 127 1.2× 220 2.4× 100 1.9× 85 475

Countries citing papers authored by Kara M. Styck

Since Specialization
Citations

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

Fields of papers citing papers by Kara M. Styck

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kara M. Styck. 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 Kara M. Styck. The network helps show where Kara M. Styck may publish in the future.

Co-authorship network of co-authors of Kara M. Styck

This figure shows the co-authorship network connecting the top 25 collaborators of Kara M. Styck. A scholar is included among the top collaborators of Kara M. Styck 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 Kara M. Styck. Kara M. Styck 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.
Styck, Kara M., Sandra Yu Rueger, Christine K. Malecki, et al.. (2025). The child and adolescent social support scale: Assessing four types of perceived support from five sources. Journal of School Psychology. 110. 101464–101464.
2.
Demaray, Michelle K., et al.. (2024). Development of the Moral Disengagement Bullying Behavior Scale. International Journal of Bullying Prevention. 7(4). 383–393. 1 indexed citations
3.
Anthony, Christopher J., et al.. (2022). Using many-facet rasch measurement and generalizability theory to explore rater effects for direct behavior rating–multi-item scales.. School Psychology. 38(2). 119–128. 5 indexed citations
4.
5.
Anthony, Christopher J., et al.. (2021). Evaluating the Impact of Rater Effects on Behavior Rating Scale Score Validity and Utility. School Psychology Review. 51(1). 25–39. 17 indexed citations
6.
Styck, Kara M., Christine K. Malecki, Julia Ogg, & Michelle K. Demaray. (2021). Measuring COVID-19-Related Stress Among 4th Through 12th Grade Students. School Psychology Review. 50(4). 530–545. 50 indexed citations
7.
Demaray, Michelle K., Julia Ogg, Christine K. Malecki, & Kara M. Styck. (2021). COVID-19 Stress and Coping and Associations With Internalizing Problems in 4th Through 12th Grade Students. School Psychology Review. 51(2). 150–169. 28 indexed citations
8.
Styck, Kara M., et al.. (2020). Evaluating cultural and linguistic load of IQ scores for English language learners. International Journal of School & Educational Psychology. 10(1). 46–62. 3 indexed citations
9.
Styck, Kara M., Christopher J. Anthony, Lia E. Sandilos, & James C. DiPerna. (2020). Examining Rater Effects on the Classroom Assessment Scoring System. Child Development. 92(3). 976–993. 16 indexed citations
10.
Styck, Kara M., Victor Villarreal, & Marley W. Watkins. (2019). Confirmatory factor analyses of the Baylor Revision of the Motivation to Read Survey (B-MRS) with middle school students.. School Psychology. 35(1). 1–9. 4 indexed citations
11.
Villarreal, Victor, et al.. (2019). Mindfulness Interventions for Children and Adolescents with ADHD: A Review of Objectives and Skills. Journal of Creativity in Mental Health. 14(4). 436–446. 2 indexed citations
12.
Styck, Kara M., A. Alexander Beaujean, & Marley W. Watkins. (2019). Profile reliability of cognitive ability subscores in a referred sample.. 7(1). 119–128. 8 indexed citations
13.
Villarreal, Victor, et al.. (2018). Child-Centered Play Therapy for Youths Who Have Experienced Trauma: a Systematic Literature Review. Journal of Child & Adolescent Trauma. 12(3). 365–375. 10 indexed citations
14.
Styck, Kara M., et al.. (2018). Diagnostic Utility of the WISC-IV GAI > CPI Cognitive Score Profile for a Referred Sample of Children and Adolescents with Autism. Contemporary School Psychology. 23(2). 115–125. 4 indexed citations
15.
Watkins, Marley W. & Kara M. Styck. (2017). A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math. Journal of Intelligence. 5(3). 31–31. 27 indexed citations
16.
Styck, Kara M., et al.. (2015). Evaluating the prevalence and impact of examiner errors on the Wechsler scales of intelligence: A meta-analysis.. Psychological Assessment. 28(1). 3–17. 19 indexed citations
17.
Styck, Kara M. & Marley W. Watkins. (2014). Structural Validity of the WISC-IV for Students With ADHD. Journal of Attention Disorders. 21(11). 921–928. 23 indexed citations
18.
Styck, Kara M. & Marley W. Watkins. (2014). Discriminant Validity of the WISC-IV Culture-Language Interpretive Matrix. Contemporary School Psychology. 18(3). 168–177. 13 indexed citations
19.
Styck, Kara M. & Marley W. Watkins. (2013). Diagnostic Utility of the Culture-Language Interpretive Matrix for the Wechsler Intelligence Scales for Children—Fourth Edition Among Referred Students. School Psychology Review. 42(4). 367–382. 19 indexed citations
20.
Styck, Kara M.. (2012). Preparing School Psychologists for Working with Diverse Students: Does Program Accreditation Matter?. SHILAP Revista de lepidopterología. 2 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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2026