Lisa M. Ridgley

517 total citations
16 papers, 337 citations indexed

About

Lisa M. Ridgley is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Lisa M. Ridgley has authored 16 papers receiving a total of 337 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Experimental and Cognitive Psychology, 9 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Lisa M. Ridgley's work include Creativity in Education and Neuroscience (10 papers), Innovative Teaching and Learning Methods (9 papers) and Education, Achievement, and Giftedness (7 papers). Lisa M. Ridgley is often cited by papers focused on Creativity in Education and Neuroscience (10 papers), Innovative Teaching and Learning Methods (9 papers) and Education, Achievement, and Giftedness (7 papers). Lisa M. Ridgley collaborates with scholars based in United States and Singapore. Lisa M. Ridgley's co-authors include Lisa DaVia Rubenstein, Gregory L. Callan, Sareh Karami, Amanda Henderson, W. Holmes Finch, Maria E. Hernández Finch, Sharon A. Stringer, Stacey L. Williams, Hanxiang Du and Yaoran Li and has published in prestigious journals such as Teaching and Teacher Education, Educational Psychology Review and Contemporary Educational Psychology.

In The Last Decade

Lisa M. Ridgley

14 papers receiving 329 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Lisa M. Ridgley United States	9	223	113	108	84	51	16	337
Xiaojuan Jia China	8	193 0.9×	56 0.5×	131 1.2×	64 0.8×	82 1.6×	10	313
Elisa Küpers Netherlands	11	139 0.6×	71 0.6×	149 1.4×	97 1.2×	92 1.8×	24	381
Xiaojing Gu China	8	143 0.6×	61 0.5×	91 0.8×	22 0.3×	48 0.9×	15	249
Jiajun Guo China	11	147 0.7×	42 0.4×	77 0.7×	68 0.8×	40 0.8×	24	290
Xinfa Yi China	7	185 0.8×	36 0.3×	78 0.7×	56 0.7×	56 1.1×	14	252
Enikő Orsolya Bereczki Hungary	4	156 0.7×	50 0.4×	142 1.3×	29 0.3×	30 0.6×	7	319
Jeb S. Puryear United States	9	290 1.3×	74 0.7×	105 1.0×	60 0.7×	97 1.9×	14	384
Nur Cayırdağ United States	6	196 0.9×	40 0.4×	70 0.6×	61 0.7×	64 1.3×	7	273
Garnet W. Millar United States	5	255 1.1×	61 0.5×	55 0.5×	53 0.6×	88 1.7×	7	313
Rebecca Hun Ping Cheung Hong Kong	11	160 0.7×	62 0.5×	236 2.2×	31 0.4×	45 0.9×	17	418

Countries citing papers authored by Lisa M. Ridgley

Since Specialization

Citations

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

Fields of papers citing papers by Lisa M. Ridgley

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Lisa M. Ridgley

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

All Works

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16 of 16 papers shown

Popov, Vitaliy, Yaoran Li, Hanxiang Du, et al.. (2025). Origami-based collaborative spatial problem-solving: Multimodal observational study. Thinking Skills and Creativity. 58. 101920–101920.

Ridgley, Lisa M., et al.. (2023). Development and initial validation of a mathematics-specific spatial vocabulary scale. Frontiers in Education. 8.

Rubenstein, Lisa DaVia, et al.. (2022). Exploring creativity's complex relationship with learning in early elementary students. Thinking Skills and Creativity. 44. 101030–101030. 6 indexed citations

Ridgley, Lisa M., Lisa DaVia Rubenstein, & Gregory L. Callan. (2021). Are Gifted Students Adapting Their Self-Regulated Learning Processes When Experiencing Challenging Tasks?. Gifted Child Quarterly. 66(1). 3–22. 7 indexed citations

Callan, Gregory L., et al.. (2021). Measuring and Predicting Divergent Thinking With a Self-Report Questionnaire, Teacher Rating Scale, and Self-Regulated Learning Microanalysis. Journal of Psychoeducational Assessment. 39(5). 549–562. 5 indexed citations

Callan, Gregory L., et al.. (2021). Self-regulated learning as a cyclical process and predictor of creative problem-solving. Educational Psychology. 41(9). 1139–1159. 10 indexed citations

Ridgley, Lisa M., Lisa DaVia Rubenstein, & Gregory L. Callan. (2020). Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention. Psychology in the Schools. 57(9). 1365–1384. 18 indexed citations

Rubenstein, Lisa DaVia, et al.. (2020). Finding the problem: How students approach problem identification. Thinking Skills and Creativity. 35. 100635–100635. 21 indexed citations

Rubenstein, Lisa DaVia, et al.. (2020). How problem identification strategies influence creativity outcomes. Contemporary Educational Psychology. 60. 101840–101840. 31 indexed citations

10.

Ridgley, Lisa M., Lisa DaVia Rubenstein, & W. Holmes Finch. (2019). Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach. Gifted and Talented International. 34(1-2). 6–18. 10 indexed citations

11.

Rubenstein, Lisa DaVia, Gregory L. Callan, Lisa M. Ridgley, & Amanda Henderson. (2019). Students’ strategic planning and strategy use during creative problem solving: The importance of perspective-taking. Thinking Skills and Creativity. 34. 100556–100556. 38 indexed citations

12.

Callan, Gregory L., et al.. (2019). Measuring self-regulated learning during creative problem-solving with SRL microanalysis.. Psychology of Aesthetics Creativity and the Arts. 15(1). 136–148. 30 indexed citations

13.

Stringer, Sharon A., et al.. (2017). A fulcrum of change: From self-stigma to resilience.. Stigma and Health. 3(4). 315–324. 6 indexed citations

14.

Rubenstein, Lisa DaVia, Gregory L. Callan, & Lisa M. Ridgley. (2017). Anchoring the Creative Process Within a Self-Regulated Learning Framework: Inspiring Assessment Methods and Future Research. Educational Psychology Review. 30(3). 921–945. 58 indexed citations

15.

Rubenstein, Lisa DaVia, et al.. (2017). How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective. Teaching and Teacher Education. 70. 100–110. 93 indexed citations

16.

Rubenstein, Lisa DaVia & Lisa M. Ridgley. (2017). Unified Program Design: Organizing Existing Programming Models, Delivery Options, and Curriculum. Gifted Child Today. 40(3). 163–174. 4 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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