Meghan Bathgate

1.0k total citations
19 papers, 702 citations indexed

About

Meghan Bathgate is a scholar working on Education, Experimental and Cognitive Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Meghan Bathgate has authored 19 papers receiving a total of 702 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 7 papers in Experimental and Cognitive Psychology and 5 papers in Developmental and Educational Psychology. Recurrent topics in Meghan Bathgate's work include Education, Achievement, and Giftedness (6 papers), Innovative Teaching Methods (5 papers) and Science Education and Pedagogy (3 papers). Meghan Bathgate is often cited by papers focused on Education, Achievement, and Giftedness (6 papers), Innovative Teaching Methods (5 papers) and Science Education and Pedagogy (3 papers). Meghan Bathgate collaborates with scholars based in United States. Meghan Bathgate's co-authors include Christian D. Schunn, Sha Li, Mark Graham, Andrew Cavanagh, Jennifer Frederick, Richard Correnti, Rena Dorph, Adar Ben‐Eliyahu, David I. Hanauer and Xinnian Chen and has published in prestigious journals such as PLoS ONE, Clinical Infectious Diseases and Computers & Education.

In The Last Decade

Meghan Bathgate

18 papers receiving 660 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Meghan Bathgate United States 14 467 188 138 130 99 19 702
Kristin L. K. Koskey United States 11 381 0.8× 230 1.2× 206 1.5× 164 1.3× 69 0.7× 31 662
Rena Dorph United States 8 387 0.8× 248 1.3× 75 0.5× 73 0.6× 58 0.6× 15 597
Daphne Minner United States 5 890 1.9× 417 2.2× 87 0.6× 67 0.5× 69 0.7× 7 1.1k
Helena Dedic Canada 6 261 0.6× 154 0.8× 342 2.5× 246 1.9× 101 1.0× 14 654
Alexander Gröschner Germany 18 832 1.8× 308 1.6× 233 1.7× 141 1.1× 46 0.5× 50 1.1k
Silke Luttenberger Austria 9 292 0.6× 85 0.5× 178 1.3× 263 2.0× 116 1.2× 20 603
Michael Filsecker Germany 5 431 0.9× 302 1.6× 151 1.1× 89 0.7× 52 0.5× 9 759
Olga Godes United States 2 255 0.5× 141 0.8× 224 1.6× 278 2.1× 97 1.0× 2 545
Mathew Mitchell United States 6 351 0.8× 264 1.4× 192 1.4× 264 2.0× 73 0.7× 16 646
Mesut Saçkes Türkiye 17 787 1.7× 372 2.0× 141 1.0× 105 0.8× 44 0.4× 51 994

Countries citing papers authored by Meghan Bathgate

Since Specialization
Citations

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

Fields of papers citing papers by Meghan Bathgate

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Meghan Bathgate

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

All Works

19 of 19 papers shown
1.
Zapata, Heidi, Meghan Bathgate, Brinda Emu, et al.. (2023). Building an Infectious Disease Diversity, Equity, and Antiracism (ID2EA) Curriculum: A Single Center's Experience and Reflections. Clinical Infectious Diseases. 77(5). 703–710. 1 indexed citations
2.
Li, Luming, et al.. (2022). Implementation of simulation-based health systems science modules for resident physicians. BMC Medical Education. 22(1). 584–584. 5 indexed citations
3.
Yaden, David B., et al.. (2021). Teaching well-being at scale: An intervention study. PLoS ONE. 16(4). e0249193–e0249193. 13 indexed citations
4.
Bathgate, Meghan, Jennifer Frederick, Mahalia S. Desruisseaux, et al.. (2021). 87. Infectious Disease Diversity, Equity, and Antiracism (ID2EA): A Dedicated Curriculum for Infectious Disease Professionals. Open Forum Infectious Diseases. 8(Supplement_1). S55–S55.
5.
Perets, Ethan A., et al.. (2020). Impact of the Emergency Transition to Remote Teaching on Student Engagement in a Non-STEM Undergraduate Chemistry Course in the Time of COVID-19. Journal of Chemical Education. 97(9). 2439–2447. 86 indexed citations
6.
Durham, Mary F., Oriana R. Aragón, Meghan Bathgate, et al.. (2020). Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies. Journal of Microbiology and Biology Education. 21(2). 7 indexed citations
7.
Bathgate, Meghan, Oriana R. Aragón, Andrew Cavanagh, Jennifer Frederick, & Mark Graham. (2019). Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching. CBE—Life Sciences Education. 18(2). ar22–ar22. 35 indexed citations
8.
Bathgate, Meghan, et al.. (2019). Perceived supports and evidence-based teaching in college STEM. International Journal of STEM Education. 6(1). 11–11. 44 indexed citations
9.
Dorph, Rena, Meghan Bathgate, Christian D. Schunn, & Matthew A. Cannady. (2018). When I grow up: the relationship of science learning activation to STEM career preferences. International Journal of Science Education. 40(9). 1034–1057. 30 indexed citations
10.
Cavanagh, Andrew, Xinnian Chen, Meghan Bathgate, et al.. (2018). Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course. CBE—Life Sciences Education. 17(1). ar10–ar10. 112 indexed citations
11.
Bathgate, Meghan & Christian D. Schunn. (2017). The psychological characteristics of experiences that influence science motivation and content knowledge. International Journal of Science Education. 39(17). 2402–2432. 23 indexed citations
12.
Bathgate, Meghan & Christian D. Schunn. (2017). Factors that deepen or attenuate decline of science utility value during the middle school years. Contemporary Educational Psychology. 49. 215–225. 18 indexed citations
13.
Abramovich, Samuel, et al.. (2016). Taking badges to school: A school-based badge system and its impact on participating teachers. Computers & Education. 95. 239–253. 5 indexed citations
14.
Bathgate, Meghan & Christian D. Schunn. (2016). Disentangling intensity from breadth of science interest: What predicts learning behaviors?. Instructional Science. 44(5). 423–440. 13 indexed citations
15.
Li, Sha, Christian D. Schunn, & Meghan Bathgate. (2015). Measuring choice to participate in optional science learning experiences during early adolescence. Journal of Research in Science Teaching. 52(5). 686–709. 40 indexed citations
16.
Bathgate, Meghan, et al.. (2015). The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation. International Journal of Science Education. 37(10). 1590–1612. 84 indexed citations
17.
Li, Sha, Christian D. Schunn, Meghan Bathgate, & Adar Ben‐Eliyahu. (2015). Families support their children's success in science learning by influencing interest and self‐efficacy. Journal of Research in Science Teaching. 53(3). 450–472. 88 indexed citations
18.
Bathgate, Meghan, Christian D. Schunn, & Richard Correnti. (2013). Children's Motivation Toward Science Across Contexts, Manner of Interaction, and Topic. Science Education. 98(2). 189–215. 76 indexed citations
19.
Bathgate, Meghan, Judith E. Sims‐Knight, & Christian D. Schunn. (2011). Thoughts on Thinking: Engaging Novice Music Students in Metacognition. Applied Cognitive Psychology. 26(3). 403–409. 22 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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