Melanie Gregg

1.5k total citations
32 papers, 978 citations indexed

About

Melanie Gregg is a scholar working on Developmental and Educational Psychology, Social Psychology and Orthopedics and Sports Medicine. According to data from OpenAlex, Melanie Gregg has authored 32 papers receiving a total of 978 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Developmental and Educational Psychology, 17 papers in Social Psychology and 9 papers in Orthopedics and Sports Medicine. Recurrent topics in Melanie Gregg's work include Sport Psychology and Performance (21 papers), Motivation and Self-Concept in Sports (14 papers) and Sports Performance and Training (8 papers). Melanie Gregg is often cited by papers focused on Sport Psychology and Performance (21 papers), Motivation and Self-Concept in Sports (14 papers) and Sports Performance and Training (8 papers). Melanie Gregg collaborates with scholars based in Canada, United States and United Kingdom. Melanie Gregg's co-authors include Craig Hall, Esther Nederhof, Nathan Hall, George B. Cunningham, Alison Doherty, Barbi Law, Dany J. MacDonald, Mark S. Tremblay, Patricia E. Longmuir and Dwayne P. Sheehan and has published in prestigious journals such as Medicine & Science in Sports & Exercise, BMC Public Health and Journal of Sports Sciences.

In The Last Decade

Melanie Gregg

30 papers receiving 907 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Melanie Gregg Canada 17 640 419 202 163 150 32 978
Fabrice Dosseville France 23 305 0.5× 553 1.3× 208 1.0× 100 0.6× 161 1.1× 56 1.5k
Penny McCullagh United States 19 695 1.1× 587 1.4× 299 1.5× 149 0.9× 364 2.4× 31 1.5k
Bruce D. Hale United States 20 770 1.2× 834 2.0× 120 0.6× 159 1.0× 363 2.4× 38 1.6k
Penny Werthner Canada 21 766 1.2× 554 1.3× 109 0.5× 381 2.3× 291 1.9× 46 1.3k
Laura Bortoli Italy 27 1.2k 1.8× 1.1k 2.6× 314 1.6× 235 1.4× 395 2.6× 92 2.0k
Denise M. Hill United Kingdom 18 507 0.8× 449 1.1× 88 0.4× 44 0.3× 298 2.0× 47 1.1k
Rong‐Ju Cherng Taiwan 23 347 0.5× 120 0.3× 172 0.9× 255 1.6× 84 0.6× 44 1.5k
Emma Redding United Kingdom 24 305 0.5× 263 0.6× 117 0.6× 199 1.2× 342 2.3× 64 1.3k
Martin Eubank United Kingdom 18 643 1.0× 534 1.3× 77 0.4× 111 0.7× 377 2.5× 57 973
Leonard D. Zaichkowsky United States 19 414 0.6× 239 0.6× 72 0.4× 173 1.1× 400 2.7× 48 1.3k

Countries citing papers authored by Melanie Gregg

Since Specialization
Citations

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

Fields of papers citing papers by Melanie Gregg

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Melanie Gregg

This figure shows the co-authorship network connecting the top 25 collaborators of Melanie Gregg. A scholar is included among the top collaborators of Melanie Gregg 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 Melanie Gregg. Melanie Gregg 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.
Gregg, Melanie. (2023). Getting the most out of imagery: PETTLEP and ESports. 18(s1). 2 indexed citations
2.
Gregg, Melanie. (2023). Imagery for game strategy in esports. 18(s1).
3.
4.
Monsma, Eva V., et al.. (2022). Convergent validity and sex invariant factor structure of the Movement Imagery Questionnaire-3 - Second version (MIQ-3S): Healthy, young adult reference data. Musculoskeletal Science and Practice. 59. 102537–102537. 2 indexed citations
5.
Gallego, José, Adolfo J. Cangas, José M. Aguilar-Parra, et al.. (2020). Education Students' Stigma Toward Mental Health Problems: A Cross-Cultural Comparison. Frontiers in Psychiatry. 11. 587321–587321. 15 indexed citations
6.
Law, Barbi, Brenda Bruner, Sara M. Scharoun Benson, et al.. (2018). Associations between teacher training and measures of physical literacy among Canadian 8- to 12-year-old students. BMC Public Health. 18(S2). 1039–1039. 16 indexed citations
7.
Tremblay, Mark S., Patricia E. Longmuir, Joel D. Barnes, et al.. (2018). Physical literacy levels of Canadian children aged 8–12 years: descriptive and normative results from the RBC Learn to Play–CAPL project. BMC Public Health. 18(S2). 1036–1036. 80 indexed citations
8.
Belanger, Kevin, Joel D. Barnes, Patricia E. Longmuir, et al.. (2018). The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behaviour guidelines. BMC Public Health. 18(S2). 1042–1042. 123 indexed citations
9.
MacDonald, Dany J., Patricia E. Longmuir, Joel D. Barnes, et al.. (2018). A cross-sectional study exploring the relationship between age, gender, and physical measures with adequacy in and predilection for physical activity. BMC Public Health. 18(S2). 1038–1038. 15 indexed citations
10.
Saunders, Travis J., Dany J. MacDonald, Jennifer L. Copeland, et al.. (2018). The relationship between sedentary behaviour and physical literacy in Canadian children: a cross-sectional analysis from the RBC-CAPL Learn to Play study. BMC Public Health. 18(S2). 1037–1037. 15 indexed citations
11.
Gregg, Melanie, et al.. (2016). Mission Impossible? Physical Activity Programming for Individuals Experiencing Homelessness. Research Quarterly for Exercise and Sport. 87(4). 376–381. 18 indexed citations
12.
Gregg, Melanie & Leisha Strachan. (2015). Examining Developmental Differences in Imagery Use with Youth Soccer Players. 10(1). 1–7. 4 indexed citations
13.
14.
Monsma, Eva V., et al.. (2009). Psychometric Properties of the Revised Movement Imagery Questionnaire (MIQ-R). 4(1). 36 indexed citations
15.
Gregg, Melanie, Terry Clark, & Craig Hall. (2008). Seeing the Sound: An Exploration of the Use of Mental Imagery by Classical Musicians. Musicae Scientiae. 12(2). 231–247. 25 indexed citations
16.
Gregg, Melanie, Craig Hall, & Sheldon Hanton. (2007). Perceived Effectiveness of Heptathletes' Mental Imagery. Journal of sport behavior. 30(4). 398. 11 indexed citations
17.
Gregg, Melanie, et al.. (2007). The MIQ‐RS: A Suitable Option for Examining Movement Imagery Ability. Evidence-based Complementary and Alternative Medicine. 7(2). 249–257. 178 indexed citations
18.
Gregg, Melanie & Terry Clark. (2007). Theoretical and practical applications of mental imagery. 12 indexed citations
19.
Cunningham, George B., Alison Doherty, & Melanie Gregg. (2007). Using Social Cognitive Career Theory to Understand Head Coaching Intentions among Assistant Coaches of Women’s Teams. Sex Roles. 56(5-6). 365–372. 59 indexed citations
20.
Gregg, Melanie, Craig Hall, & Esther Nederhof. (2005). The Imagery Ability, Imagery Use, and Performance Relationship. The Sport Psychologist. 19(1). 93–99. 87 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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