Leigh McLean

689 total citations
22 papers, 422 citations indexed

About

Leigh McLean is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Leigh McLean has authored 22 papers receiving a total of 422 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 9 papers in Clinical Psychology and 6 papers in Developmental and Educational Psychology. Recurrent topics in Leigh McLean's work include Early Childhood Education and Development (10 papers), Child and Adolescent Psychosocial and Emotional Development (5 papers) and Resilience and Mental Health (4 papers). Leigh McLean is often cited by papers focused on Early Childhood Education and Development (10 papers), Child and Adolescent Psychosocial and Emotional Development (5 papers) and Resilience and Mental Health (4 papers). Leigh McLean collaborates with scholars based in United States. Leigh McLean's co-authors include Carol McDonald Connor, Michelle Taylor, Tashia Abry, Stephanie Day, Kristen L. Granger, Mercedes Spencer, Frederick J. Morrison, Jessica R. Toste, Larissa M. Gaias and Jason C. Chow and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Teaching and Teacher Education.

In The Last Decade

Leigh McLean

19 papers receiving 398 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Leigh McLean United States 9 272 174 105 105 42 22 422
Kristiina Lappalainen Finland 11 219 0.8× 153 0.9× 85 0.8× 73 0.7× 16 0.4× 27 330
Adelinda Candeias Portugal 10 193 0.7× 123 0.7× 88 0.8× 62 0.6× 19 0.5× 44 321
Sara L. Prewett United States 7 161 0.6× 104 0.6× 119 1.1× 71 0.7× 32 0.8× 13 299
Christina Cipriano United States 12 299 1.1× 202 1.2× 88 0.8× 90 0.9× 27 0.6× 35 459
Sarah Miles United States 6 328 1.2× 215 1.2× 87 0.8× 120 1.1× 14 0.3× 9 491
Man Ching Esther Chan Australia 10 205 0.8× 122 0.7× 134 1.3× 87 0.8× 24 0.6× 29 394
Nicole A. Elbertson United States 5 337 1.2× 162 0.9× 142 1.4× 95 0.9× 26 0.6× 6 458
Alli Klapp Sweden 7 230 0.8× 100 0.6× 100 1.0× 59 0.6× 25 0.6× 15 336
Suzanne Chamberlain United Kingdom 9 164 0.6× 94 0.5× 107 1.0× 59 0.6× 30 0.7× 19 383
Luke McCune United States 8 183 0.7× 98 0.6× 69 0.7× 131 1.2× 12 0.3× 11 339

Countries citing papers authored by Leigh McLean

Since Specialization
Citations

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

Fields of papers citing papers by Leigh McLean

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Leigh McLean

This figure shows the co-authorship network connecting the top 25 collaborators of Leigh McLean. A scholar is included among the top collaborators of Leigh McLean 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 Leigh McLean. Leigh McLean 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.
McLean, Leigh & Catherine M. Corbin. (2025). Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts. Teaching and Teacher Education. 156. 104937–104937. 1 indexed citations
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McLean, Leigh, et al.. (2024). Relationships between elementary teachers’ enjoyment and students’ engagement across content areas and among student groups.. School Psychology. 40(4). 419–430. 1 indexed citations
5.
Kelcey, Ben, et al.. (2024). Design Parameter Values for Planning Mediation Studies with Teacher and Student Mathematics Outcomes. Journal of Research on Educational Effectiveness. 18(3). 704–738. 1 indexed citations
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McLean, Leigh, et al.. (2023). Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade.. Journal of Educational Psychology. 115(4). 539–551. 11 indexed citations
8.
McLean, Leigh, Michelle Taylor, & Lia E. Sandilos. (2023). The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career. Journal of School Psychology. 99. 101213–101213. 5 indexed citations
9.
Toste, Jessica R., Leigh McLean, Peng Peng, et al.. (2023). Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction?. The Elementary School Journal. 124(2). 245–269.
10.
McLean, Leigh, Kristen L. Granger, & Jason C. Chow. (2023). Associations between elementary teachers’ mental health and students’ engagement across content areas. Contemporary Educational Psychology. 75. 102231–102231. 5 indexed citations
11.
McLean, Leigh, Crystal I. Bryce, & Brooke Johnson. (2023). Describing Teachers’ Well-Being Prior to and 18 Months After COVID-19 School Closures, with a Focus on Early-Career Teachers and Teachers of Color. SAGE Open. 13(4). 2 indexed citations
12.
Bryce, Crystal I., et al.. (2022). Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic. volume-5-2022(volume-5-issue-2-december-2022). 115–126. 1 indexed citations
13.
McLean, Leigh, Tashia Abry, Michelle Taylor, & Larissa M. Gaias. (2019). The influence of adverse classroom and school experiences on first year teachers’ mental health and career optimism. Teaching and Teacher Education. 87. 102956–102956. 22 indexed citations
14.
McLean, Leigh, Tashia Abry, Michelle Taylor, & Carol McDonald Connor. (2018). Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade. Journal of School Psychology. 69. 154–168. 24 indexed citations
15.
McLean, Leigh & Carol McDonald Connor. (2018). Challenges, Benefits, and Considerations When Conducting Classroom Video Observation Research. 2 indexed citations
16.
McLean, Leigh & Carol McDonald Connor. (2017). Relations between third grade teachers’ depressive symptoms and their feedback to students, with implications for student mathematics achievement.. School Psychology Quarterly. 33(2). 272–282. 23 indexed citations
17.
Connor, Carol McDonald, et al.. (2016). Profiles of foundational learning skills among first graders. Learning and Individual Differences. 70. 216–227. 4 indexed citations
18.
McLean, Leigh, et al.. (2016). Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement. Journal of School Psychology. 56. 45–58. 23 indexed citations
19.
McLean, Leigh & Carol McDonald Connor. (2015). Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement. Child Development. 86(3). 945–954. 158 indexed citations
20.

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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