Maureen Drysdale

437 total citations
23 papers, 282 citations indexed

About

Maureen Drysdale is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, Maureen Drysdale has authored 23 papers receiving a total of 282 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 8 papers in Social Psychology and 7 papers in Clinical Psychology. Recurrent topics in Maureen Drysdale's work include Job Satisfaction and Organizational Behavior (6 papers), Higher Education and Employability (6 papers) and Work-Family Balance Challenges (5 papers). Maureen Drysdale is often cited by papers focused on Job Satisfaction and Organizational Behavior (6 papers), Higher Education and Employability (6 papers) and Work-Family Balance Challenges (5 papers). Maureen Drysdale collaborates with scholars based in Canada, Sweden and United Kingdom. Maureen Drysdale's co-authors include Robert Schulz, Tina McAdie, Nigel King, Kristina Johansson, Natalie Frost, Amanda Williams, T. Judene Pretti, Jessica Lee, Sarah Milne and Lynda Thompson and has published in prestigious journals such as Education + Training, Journal of Education and Work and Journal of Education for Students Placed at Risk (JESPAR).

In The Last Decade

Maureen Drysdale

21 papers receiving 243 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Maureen Drysdale Canada	9	164	77	60	51	37	23	282
Dominique T. Chlup United States	9	158 1.0×	53 0.7×	57 0.9×	22 0.4×	24 0.6×	15	326
Mar García-Señorán Spain	7	179 1.1×	39 0.5×	118 2.0×	66 1.3×	32 0.9×	19	365
Laura Abellán Roselló Spain	4	179 1.1×	61 0.8×	95 1.6×	84 1.6×	19 0.5×	19	362
Patricia Boverie United States	9	134 0.8×	78 1.0×	54 0.9×	24 0.5×	43 1.2×	14	282
Arild Raaheim Norway	8	144 0.9×	41 0.5×	99 1.6×	58 1.1×	12 0.3×	27	333
Ramona Paloș Romania	11	124 0.8×	43 0.6×	121 2.0×	118 2.3×	38 1.0×	29	364
Kerry Howells Australia	8	159 1.0×	43 0.6×	73 1.2×	43 0.8×	11 0.3×	14	281
Lynn Sheridan Australia	10	249 1.5×	42 0.5×	44 0.7×	27 0.5×	12 0.3×	39	359
Qishan Chen China	9	95 0.6×	52 0.7×	77 1.3×	54 1.1×	66 1.8×	25	290
Wenyang Gao China	8	120 0.7×	33 0.4×	93 1.6×	80 1.6×	39 1.1×	11	279

Countries citing papers authored by Maureen Drysdale

Since Specialization

Citations

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

Fields of papers citing papers by Maureen Drysdale

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Maureen Drysdale

This figure shows the co-authorship network connecting the top 25 collaborators of Maureen Drysdale. A scholar is included among the top collaborators of Maureen Drysdale 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 Maureen Drysdale. Maureen Drysdale 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

Drysdale, Maureen, et al.. (2024). Challenges of remote working, perceived peer support, mental health and well-being of WIL students. Education + Training. 66(9). 1165–1182. 2 indexed citations

Drysdale, Maureen, et al.. (2024). Student perceptions of post-pandemic university learning: challenges and benefits. Mental Health and Social Inclusion. 29(2). 146–157.

Drysdale, Maureen, et al.. (2023). Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges. Higher Education Skills and Work-based Learning. 14(2). 313–328. 1 indexed citations

Drysdale, Maureen, et al.. (2021). Student Mental Health in Higher Education: Discourse on Reddit Reveals Contributing Factors and Solutions. The International Journal of Health Wellness and Society. 12(1). 53–68. 1 indexed citations

Drysdale, Maureen, et al.. (2021). Wellness, blaming and coping during a pandemic: an analysis of perceptions on reddit. Mental Health and Social Inclusion. 25(3). 267–278. 4 indexed citations

Drysdale, Maureen, et al.. (2021). The feasibility and impact of online peer support on the well-being of higher education students. The Journal of Mental Health Training Education and Practice. 17(3). 206–217. 19 indexed citations

Drysdale, Maureen, et al.. (2020). Academic Self-efficacy, Subjective Well-being, and Academic Achievement of Students Who “Believe” They Are Gifted. The International Journal of Learning Annual Review. 27(1). 17–35.

Drysdale, Maureen, et al.. (2020). Sense of belonging of sexual minority students participating in work-integrated learning programs. Education + Training. 63(2). 182–194. 4 indexed citations

Drysdale, Maureen, et al.. (2018). Motivation, self-efficacy and learning strategies of university students participating in work-integrated learning. Journal of Education and Work. 31(5-6). 478–488. 29 indexed citations

10.

Drysdale, Maureen, et al.. (2017). Learning attributes, academic self-efficacy and sense of belonging amongst mature students at a Canadian university. Studies in the Education of Adults. 49(1). 62–74. 15 indexed citations

11.

Drysdale, Maureen, et al.. (2017). Work-integrated learning and the importance of peer support and sense of belonging. Education + Training. 60(1). 39–53. 39 indexed citations

12.

Drysdale, Maureen, et al.. (2016). Building multi-target commitment through work-integrated learning : The roles of proactive socialization behaviours and organizational socialization domains. Revue de gestion des ressources humaines. N° 102(4). 59–73. 7 indexed citations

13.

Drysdale, Maureen, et al.. (2015). How Often Do They Change Their Minds and Does Work-Integrated Learning Play a Role? An Examination of "Major Changers" and Career Certainty in Higher Education.. 16(2). 145–152. 7 indexed citations

14.

Drysdale, Maureen, et al.. (2014). Exploring Hope, Self-Efficacy, Procrastination, and Study Skills between Cooperative and Non-Cooperative Education Students.. 15(1). 69–79. 15 indexed citations

15.

McAdie, Tina, et al.. (2013). Are Work-Integrated Learning (WIL) Students Better Equipped Psychologically for Work Post-Graduation than Their Non-Work-Integrated Learning Peers? Some Initial Findings from a UK University.. University of Huddersfield Repository (University of Huddersfield). 14(2). 117–125. 21 indexed citations

16.

Drysdale, Maureen, et al.. (2012). The Effects of Humorous Literature on Emotion: A Pilot Project Comparing Children with Asperger's Syndrome Before and After Neurofeedback Training and Controls. Journal of Neurotherapy. 16(3). 196–209. 2 indexed citations

17.

Drysdale, Maureen & Sarah Milne. (2004). Gender Differences in Math and Verbal Self-Concept and the Impact on Academic Achievement.. 2 indexed citations

18.

Drysdale, Maureen. (2003). Dyad Interdependence: An Examination of the Student/Supervisor Relationship in Graduate Education.. 2 indexed citations

19.

Drysdale, Maureen, et al.. (2001). Cognitive Learning Styles and Academic Performance in 19 First-Year University Courses: Successful Students Versus Students at Risk. Journal of Education for Students Placed at Risk (JESPAR). 6(3). 271–289. 40 indexed citations

20.

Drysdale, Maureen, et al.. (2001). Cognitive Learning Styles and Academic Performance in Two Postsecondary Computer Application Courses. Journal of Research on Computing in Education. 33(4). 400–412. 48 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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