Mary Jorgensen

415 total citations
29 papers, 240 citations indexed

About

Mary Jorgensen is a scholar working on Safety Research, Education and Clinical Psychology. According to data from OpenAlex, Mary Jorgensen has authored 29 papers receiving a total of 240 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Safety Research, 9 papers in Education and 5 papers in Clinical Psychology. Recurrent topics in Mary Jorgensen's work include Disability Education and Employment (12 papers), Online and Blended Learning (5 papers) and Digital Accessibility for Disabilities (5 papers). Mary Jorgensen is often cited by papers focused on Disability Education and Employment (12 papers), Online and Blended Learning (5 papers) and Digital Accessibility for Disabilities (5 papers). Mary Jorgensen collaborates with scholars based in Canada, United States and Israel. Mary Jorgensen's co-authors include Catherine S. Fichten, Alice Havel, Rhonda Amsel, Jennison V. Asuncion, Mai Nhu Nguyen, Tali Heiman, Dorit Olenik‐Shemesh, Eva Libman, Maria Barile and Tara Flanagan and has published in prestigious journals such as SHILAP Revista de lepidopterología, SLEEP and Education and Information Technologies.

In The Last Decade

Mary Jorgensen

29 papers receiving 216 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mary Jorgensen Canada 10 74 71 34 33 31 29 240
Wilhelmina van Dijk United States 9 55 0.7× 77 1.1× 10 0.3× 29 0.9× 54 1.7× 38 287
Patricia Edelen-Smith United States 8 54 0.7× 121 1.7× 15 0.4× 15 0.5× 45 1.5× 13 252
Charo Repáraz Abaitua Spain 10 18 0.2× 156 2.2× 76 2.2× 38 1.2× 56 1.8× 39 295
Jacqueline Rodríguez United States 8 43 0.6× 176 2.5× 12 0.4× 23 0.7× 37 1.2× 23 336
Tilly Mortimore United Kingdom 7 97 1.3× 124 1.7× 12 0.4× 10 0.3× 25 0.8× 13 274
Ria Hanewald Australia 7 41 0.6× 164 2.3× 17 0.5× 25 0.8× 67 2.2× 14 273
Thomas Nordström Sweden 7 29 0.4× 97 1.4× 8 0.2× 22 0.7× 46 1.5× 21 247
Eman Al‐Zboon Jordan 10 58 0.8× 102 1.4× 4 0.1× 23 0.7× 77 2.5× 45 257
Jeanette Berman Australia 9 25 0.3× 137 1.9× 14 0.4× 14 0.4× 43 1.4× 35 255
Rhonda Faragher Australia 11 52 0.7× 152 2.1× 7 0.2× 15 0.5× 61 2.0× 35 262

Countries citing papers authored by Mary Jorgensen

Since Specialization
Citations

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

Fields of papers citing papers by Mary Jorgensen

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mary Jorgensen

This figure shows the co-authorship network connecting the top 25 collaborators of Mary Jorgensen. A scholar is included among the top collaborators of Mary Jorgensen 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 Mary Jorgensen. Mary Jorgensen 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.
Fichten, Catherine S., Mary Jorgensen, Alice Havel, et al.. (2023). Sleep and Well-Being during the COVID-19 Remote and In-Person Periods: Experiences of College Faculty and Staff with and without Disabilities. Behavioral Sciences. 13(10). 844–844. 1 indexed citations
2.
Fichten, Catherine S., et al.. (2022). Twenty Years Into the 21st Century – Tech-related Accommodations for College Students with Mental Health and Other Disabilities. Journal of Education and Training Studies. 10(4). 16–16. 1 indexed citations
3.
Fichten, Catherine S., et al.. (2022). What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study. Journal of Education and Learning. 11(5). 44–44. 4 indexed citations
4.
Fichten, Catherine S., et al.. (2021). Academic Performance and Mobile Technology Use During the COVID-19 Pandemic: A Comparative Study. eScholarship@McGill (McGill). 1 indexed citations
5.
Fichten, Catherine S., et al.. (2021). Digital Tools Faculty Expected Students to Use During the COVID-19 Pandemic in 2021: Problems and Solutions for Future Hybrid and Blended Courses. Journal of Education and Training Studies. 9(8). 24–24. 5 indexed citations
6.
Asuncion, Jennison V., et al.. (2020). Artificial intelligence for students in postsecondary education. eScholarship@McGill (McGill). 6(3). 17–29. 10 indexed citations
7.
8.
9.
Jorgensen, Mary, et al.. (2018). Graduation Prospects of College Students with Specific Learning Disorder and Students with Mental Health Related Disabilities. International Journal of Higher Education. 7(1). 19–19. 3 indexed citations
10.
Fichten, Catherine S., Mary Jorgensen, Alice Havel, et al.. (2018). Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors. Journal of Education and Training Studies. 6(9). 1–1. 6 indexed citations
11.
Fichten, Catherine S., Dorrie Rizzo, Sally Bailes, et al.. (2018). 0365 Insomnia Subtypes Before And After Cpap Treatment Of Sleep Apnea. SLEEP. 41(suppl_1). A140–A140. 1 indexed citations
12.
Jorgensen, Mary, et al.. (2017). Proceedings of the Ed-ICT International Network Montreal Symposium: Stakeholder Perspectives. Bibliothèque et Archives nationales du Québec (Québec government). 4 indexed citations
13.
Fichten, Catherine S., Tali Heiman, Mary Jorgensen, et al.. (2016). Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder. International Journal of Higher Education. 5(1). 11 indexed citations
14.
15.
Fichten, Catherine S., Rhonda Amsel, Mary Jorgensen, et al.. (2016). Theory of Planned Behavior: Sensitivity and Specificity in Predicting Graduation and Drop-Out among College and University Students. International Journal of Learning Teaching and Educational Research. 15(7). 38–52. 2 indexed citations
16.
Fichten, Catherine S., Mary Jorgensen, Mai Nhu Nguyen, et al.. (2016). What Do College Students Really Want When it Comes to Their Instructors’ Use of Information and Communication Technologies (ICTs) in Their Teaching?. International Journal of Learning Teaching and Educational Research. 14(2). 173–191. 9 indexed citations
17.
18.
Fichten, Catherine S., Mai Nhu Nguyen, Jennison V. Asuncion, et al.. (2014). College and University Students with Disabilities: "Modifiable" Personal and School Related Factors Pertinent to Grades and Graduation.. The Journal of Postsecondary Education and Disability. 27(3). 273–290. 14 indexed citations
19.
Fichten, Catherine S., Mai Nhu Nguyen, Rhonda Amsel, et al.. (2014). How well does the Theory of Planned Behavior predict graduation among college and university students with disabilities?. Social Psychology of Education. 17(4). 657–685. 24 indexed citations
20.
Jorgensen, Mary, et al.. (1968). Replicability of Rorschach Signs with Known Degrees of Suicidal Intent. Journal of Projective Techniques and Personality Assessment. 32(5). 428–434. 13 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Wilhelmina van Dijk Breakdown of academic impact, for papers by Patricia Edelen-Smith Breakdown of academic impact, for papers by Charo Repáraz Abaitua Breakdown of academic impact, for papers by Jacqueline Rodríguez Breakdown of academic impact, for papers by Tilly Mortimore Breakdown of academic impact, for papers by Ria Hanewald Breakdown of academic impact, for papers by Thomas Nordström Breakdown of academic impact, for papers by Eman Al‐Zboon Breakdown of academic impact, for papers by Jeanette Berman Breakdown of academic impact, for papers by Rhonda Faragher
Rankless by CCL
2026