Kelly‐Ann Allen

10.3k total citations · 6 hit papers
221 papers, 5.8k citations indexed

About

Kelly‐Ann Allen is a scholar working on Clinical Psychology, Education and Social Psychology. According to data from OpenAlex, Kelly‐Ann Allen has authored 221 papers receiving a total of 5.8k indexed citations (citations by other indexed papers that have themselves been cited), including 94 papers in Clinical Psychology, 68 papers in Education and 59 papers in Social Psychology. Recurrent topics in Kelly‐Ann Allen's work include Early Childhood Education and Development (40 papers), COVID-19 and Mental Health (32 papers) and Child and Adolescent Psychosocial and Emotional Development (30 papers). Kelly‐Ann Allen is often cited by papers focused on Early Childhood Education and Development (40 papers), COVID-19 and Mental Health (32 papers) and Child and Adolescent Psychosocial and Emotional Development (30 papers). Kelly‐Ann Allen collaborates with scholars based in Australia, Iran and United States. Kelly‐Ann Allen's co-authors include Lea Waters, Margaret L. Kern, Gökmen Arslan, Dianne Vella‐Brodrick, Joseph Crawford, Dennis M. McInerney, Tracii Ryan, Michael Cowling, John Hattie and Hamid Sharif Nia and has published in prestigious journals such as Nature, SHILAP Revista de lepidopterología and PLoS ONE.

In The Last Decade

Kelly‐Ann Allen

203 papers receiving 5.5k citations

Hit Papers

align trajectories sort by overperformance

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.

What Schools Need to Know About Fostering School Belonging: a Meta-analysis

2016 548 citations Kelly‐Ann Allen, Margaret L. Kern et al. Educational Psychology Review profile →
Belonging: a review of conceptual issues, an integrative framework, and directions for future research

2021 369 citations Kelly‐Ann Allen, Margaret L. Kern et al. Australian Journal of Psychology profile →
Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI)

2023 318 citations Kelly‐Ann Allen et al. Journal of University Teaching and Learning Practice profile →
Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls

2014 287 citations Kelly‐Ann Allen, Lea Waters et al. profile →
The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct

2021 140 citations Kelly‐Ann Allen et al. Educational Psychology Review profile →
When artificial intelligence substitutes humans in higher education: the cost of loneliness, student success, and retention

2024 55 citations Kelly‐Ann Allen et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Kelly‐Ann Allen Australia	35	2.2k	1.6k	1.5k	1.1k	800	221	5.8k
Lea Waters Australia	41	2.3k 1.0×	1.9k 1.1×	2.6k 1.7×	977 0.9×	938 1.2×	104	6.0k
Alessio Vieno Italy	45	2.3k 1.0×	1.8k 1.1×	1.7k 1.2×	2.8k 2.6×	975 1.2×	189	6.6k
Diane L. Putnick United States	38	3.2k 1.4×	1.7k 1.0×	2.0k 1.3×	1.3k 1.2×	605 0.8×	147	7.5k
Jørn Hetland Norway	40	1.9k 0.9×	1.2k 0.8×	3.3k 2.2×	2.2k 2.1×	1.2k 1.5×	92	7.5k
Patrizia Steca Italy	36	1.6k 0.7×	1.6k 1.0×	2.5k 1.7×	743 0.7×	590 0.7×	138	5.9k
Jeffrey H. Kahn United States	32	1.6k 0.7×	709 0.4×	1.9k 1.3×	848 0.8×	632 0.8×	84	4.3k
Deborah L Bandalos United States	26	2.2k 1.0×	1.6k 1.0×	2.0k 1.4×	1.4k 1.3×	602 0.8×	60	7.3k
Joseph G. Ponterotto United States	34	2.4k 1.1×	1.2k 0.7×	2.9k 1.9×	2.5k 2.3×	880 1.1×	106	6.7k
Ingrid Schoon United Kingdom	48	1.5k 0.7×	2.1k 1.3×	1.0k 0.7×	2.3k 2.2×	971 1.2×	169	6.5k
Katherine E. Masyn United States	32	1.5k 0.7×	929 0.6×	873 0.6×	734 0.7×	524 0.7×	83	4.1k

Countries citing papers authored by Kelly‐Ann Allen

Since Specialization

Citations

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

Fields of papers citing papers by Kelly‐Ann Allen

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kelly‐Ann Allen. 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 Kelly‐Ann Allen. The network helps show where Kelly‐Ann Allen may publish in the future.

Co-authorship network of co-authors of Kelly‐Ann Allen

This figure shows the co-authorship network connecting the top 25 collaborators of Kelly‐Ann Allen. A scholar is included among the top collaborators of Kelly‐Ann Allen 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 Kelly‐Ann Allen. Kelly‐Ann Allen 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

Berger, Emily, et al.. (2025). What can teachers do to help young people exposed to traumatic events? Young peoples’ perspectives. International Journal of Educational Research. 134. 102839–102839.

Skues, Jason, et al.. (2025). Basic psychological needs and achievement emotions: the role of control and value appraisals in higher education. Australian Journal of Psychology. 77(1). 2500937–2500937. 2 indexed citations

Boyle, Christopher, Matthew R. Sanders, Julie Hodges, et al.. (2025). Can a low‐intensity evidence‐based parenting seminar series promote the mental health and wellbeing of children and families? A cluster randomised trial. Journal of Child Psychology and Psychiatry. 1 indexed citations

Counted, Victor, Matthew T. Lee, Tim Lomas, et al.. (2025). Love of place: Conceptual framework and template for measuring the contributory and unitive affection towards a place. International Journal of Intercultural Relations. 107. 102203–102203. 1 indexed citations

Allen, Kelly‐Ann, et al.. (2024). Belonging in Higher Education: A Twenty Year Systematic Review. Journal of University Teaching and Learning Practice. 21(5). 10 indexed citations

Allen, Kelly‐Ann. (2024). “They Got Us Warring for Our Freedom”: Toward a TrapCrit Perspective of Social Studies Education. 1 indexed citations

Tate, Larry G., Kelly‐Ann Allen, Emily Berger, et al.. (2024). Students' Perspectives on Fostering a Sense of School Belonging in Greece: Moving Beyond COVID‐19. Journal of School Health. 94(12). 1174–1184.

Allen, Kelly‐Ann, Emily Berger, Andrea Reupert, et al.. (2023). Student-Identified Practices for Improving Belonging in Australian Secondary Schools: Moving Beyond COVID-19. School Mental Health. 15(3). 927–939. 11 indexed citations

Nia, Hamid Sharif, Kelly‐Ann Allen, Gökmen Arslan, et al.. (2023). E-learning Acceptance: The Mediating Role of Student Computer Competency in the Relationship Between the Instructor and the Educational Content. Teaching and learning in nursing. 19(1). e5–e10. 6 indexed citations

10.

She, Long, et al.. (2023). Persian version of nursing students’ perceptions of an Online course scale: Translation and psychometric testing. Teaching and learning in nursing. 18(3). e67–e71. 1 indexed citations

11.

Nia, Hamid Sharif, Kelly‐Ann Allen, Gökmen Arslan, et al.. (2023). The predictive role of parental attitudes toward COVID-19 vaccines and child vulnerability: A multi-country study on the relationship between parental vaccine hesitancy and financial well-being. Frontiers in Public Health. 11. 1085197–1085197. 8 indexed citations

12.

Grové, Christine, et al.. (2023). Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study. Educational Psychology Review. 35(1). 9 indexed citations

13.

Tanhan, Ahmet, et al.. (2023). Investigating students’ experience of online/distance education with photovoice during COVID-19. Distance Education. 44(3). 563–587. 14 indexed citations

14.

Abdollahi, Abbas, et al.. (2022). The compassionate love for humanity scale (CLS-H-SF): psychometric properties of the Persian version. BMC Psychology. 10(1). 61–61. 1 indexed citations

15.

Parker, Philip D., Kelly‐Ann Allen, Rhiannon Parker, et al.. (2022). School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.. Journal of Educational Psychology. 114(8). 1881–1894. 13 indexed citations

16.

Allen, Kelly‐Ann, et al.. (2022). The ecology of peer review: Person-centred, strength-based, and self-determination perspectives. Journal of University Teaching and Learning Practice. 19(5). 2 indexed citations

17.

Soleimani, Mohammad Ali, et al.. (2017). The relationship between anxiety, depression and risk behaviors in adolescents. International Journal of Adolescent Medicine and Health. 31(2). 26 indexed citations

18.

Allen, Kelly‐Ann, Margaret L. Kern, Dianne Vella‐Brodrick, & Lea Waters. (2017). School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging With Student Achievement. 34(1). 31–47. 32 indexed citations

19.

Allen, Kelly‐Ann. (2012). Distressed or Deliberately Defiant? Managing Challenging Student behaviour due to trauma and disorganised attachment.. Journal of Child & Adolescent Trauma. 3 indexed citations

20.

Allen, Kelly‐Ann & Terry Bowles. (2012). Belonging as a guiding principle in the education of adolescents. 12. 108–119. 115 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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