Michael Assel

1.3k total citations
20 papers, 894 citations indexed

About

Michael Assel is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Michael Assel has authored 20 papers receiving a total of 894 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 8 papers in Clinical Psychology and 7 papers in Developmental and Educational Psychology. Recurrent topics in Michael Assel's work include Early Childhood Education and Development (15 papers), Parental Involvement in Education (8 papers) and Child and Adolescent Psychosocial and Emotional Development (7 papers). Michael Assel is often cited by papers focused on Early Childhood Education and Development (15 papers), Parental Involvement in Education (8 papers) and Child and Adolescent Psychosocial and Emotional Development (7 papers). Michael Assel collaborates with scholars based in United States and Italy. Michael Assel's co-authors include Susan H. Landry, Paul R. Swank, Karen E. Smith, Heather B. Taylor, Christopher J. Lonigan, Beth M. Phillips, Nancy Eisenberg, Jason L. Anthony, Jeanine Clancy‐Menchetti and Tricia A. Zucker and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Michael Assel

20 papers receiving 830 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Michael Assel United States 15 623 358 357 95 56 20 894
Eileen T. Rodriguez United States 10 793 1.3× 534 1.5× 370 1.0× 91 1.0× 61 1.1× 12 1.2k
Shauna L. Tominey United States 11 710 1.1× 343 1.0× 398 1.1× 121 1.3× 84 1.5× 22 894
Jeanine Clancy‐Menchetti United States 11 655 1.1× 520 1.5× 244 0.7× 52 0.5× 50 0.9× 12 866
Cathy Huaqing Qi United States 12 578 0.9× 389 1.1× 535 1.5× 56 0.6× 28 0.5× 24 965
Erin Way United States 10 541 0.9× 232 0.6× 411 1.2× 57 0.6× 48 0.9× 12 742
Catherine Gunzenhauser Germany 14 503 0.8× 289 0.8× 296 0.8× 31 0.3× 131 2.3× 31 808
Аleksander Veraksa Russia 13 348 0.6× 358 1.0× 117 0.3× 46 0.5× 78 1.4× 125 695
Maike Malda Netherlands 13 269 0.4× 336 0.9× 221 0.6× 63 0.7× 107 1.9× 19 790
Valentina Tobia Italy 18 359 0.6× 396 1.1× 265 0.7× 61 0.6× 65 1.2× 57 878
Laura Backen Jones United States 9 323 0.5× 192 0.5× 370 1.0× 53 0.6× 117 2.1× 14 722

Countries citing papers authored by Michael Assel

Since Specialization
Citations

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

Fields of papers citing papers by Michael Assel

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Michael Assel

This figure shows the co-authorship network connecting the top 25 collaborators of Michael Assel. A scholar is included among the top collaborators of Michael Assel 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 Michael Assel. Michael Assel 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.
Zucker, Tricia A., et al.. (2024). Virtual Teaching Together: engaging parents and young children in STEM activities. Frontiers in Psychology. 14. 1334195–1334195. 1 indexed citations
2.
Zucker, Tricia A., et al.. (2024). Evaluation of a community-based, hybrid STEM family engagement program at pre-kindergarten entry. Frontiers in Education. 9. 3 indexed citations
3.
Zucker, Tricia A., et al.. (2022). Informal science, technology, engineering and math learning conditions to increase parent involvement with young children experiencing poverty. Frontiers in Psychology. 13. 1015590–1015590. 9 indexed citations
4.
Crawford, April, Cheryl Varghese, Hsien‐Yuan Hsu, et al.. (2021). A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms.. Journal of Educational Psychology. 113(8). 1609–1627. 16 indexed citations
5.
Zucker, Tricia A., et al.. (2021). Expectancy-value theory & preschool parental involvement in informal STEM learning. Journal of Applied Developmental Psychology. 76. 101320–101320. 19 indexed citations
6.
Montroy, Janelle J., Emily C. Merz, Jeffrey J. Williams, et al.. (2019). Hot and cool dimensionality of executive function: Model invariance across age and maternal education in preschool children. Early Childhood Research Quarterly. 49. 188–201. 30 indexed citations
7.
Villiers, Jill de, Peter de Villiers, Christopher J. Lonigan, et al.. (2017). Children’s quantification with <i>every</i> over time. Glossa a journal of general linguistics. 2(1). 5 indexed citations
8.
Zucker, Tricia A., Jeffrey J. Williams, Elizabeth R. Bell, et al.. (2016). Validation of a brief, screening measure of low-income pre-kindergarteners’ science and engineering knowledge. Early Childhood Research Quarterly. 36. 345–357. 9 indexed citations
9.
Merz, Emily C., Tricia A. Zucker, Susan H. Landry, et al.. (2015). Parenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolers. Journal of Experimental Child Psychology. 132. 14–31. 55 indexed citations
10.
Merz, Emily C., Susan H. Landry, Tricia A. Zucker, et al.. (2015). Parenting Predictors of Delay Inhibition in Socioeconomically Disadvantaged Preschoolers. Infant and Child Development. 25(5). 371–390. 17 indexed citations
11.
Lonigan, Christopher J., Beth M. Phillips, Susan H. Landry, et al.. (2015). Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties. Child Development. 86(6). 1773–1793. 38 indexed citations
12.
Merz, Emily C., Susan H. Landry, Jeffrey J. Williams, et al.. (2014). Associations among parental education, home environment quality, effortful control, and preacademic knowledge. Journal of Applied Developmental Psychology. 35(4). 304–315. 40 indexed citations
13.
Landry, Susan H., Tricia A. Zucker, Heather B. Taylor, et al.. (2013). Enhancing early child care quality and learning for toddlers at risk: The responsive early childhood program.. Developmental Psychology. 50(2). 526–541. 73 indexed citations
14.
Silva, Kassondra M., Tracy L. Spinrad, Nancy Eisenberg, et al.. (2011). Relations of Children's Effortful Control and Teacher–Child Relationship Quality to School Attitudes in a Low-Income Sample. Early Education and Development. 22(3). 434–460. 60 indexed citations
15.
Landry, Susan H., Paul R. Swank, Jason L. Anthony, & Michael Assel. (2010). An experimental study evaluating professional development activities within a state funded pre-kindergarten program. Reading and Writing. 24(8). 971–1010. 86 indexed citations
16.
Sulik, Michael J., Argero A. Zerr, Nancy Eisenberg, et al.. (2009). The Factor Structure of Effortful Control and Measurement Invariance Across Ethnicity and Sex in a High-Risk Sample. Journal of Psychopathology and Behavioral Assessment. 32(1). 8–22. 81 indexed citations
17.
Landry, Susan H., et al.. (2006). Enhancing Early Literacy Skills for Preschool Children. Journal of Learning Disabilities. 39(4). 306–324. 143 indexed citations
18.
Assel, Michael, et al.. (2006). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing. 20(5). 463–494. 65 indexed citations
19.
Northrup, Hope, et al.. (2005). An Assessment of Risk Understanding in Hispanic Genetic Counseling Patients. Journal of Genetic Counseling. 14(4). 319–328. 20 indexed citations
20.
Landry, Susan H., et al.. (2001). Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary?. Developmental Psychology. 37(3). 387–403. 124 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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