Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Student engagement with school: Critical conceptual and methodological issues of the construct
20081.3k citationsMichael J. Furlong et al.profile →
Handbook of Positive Psychology in Schools
2014364 citationsMichael J. Furlong, Richard Gilman et al.profile →
A Latent Transition Mixture Model Using the Three-Step Specification
2014264 citationsKaren Nylund‐Gibson, Michael J. Furlong et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Michael J. Furlong
Since
Specialization
Citations
This map shows the geographic impact of Michael J. Furlong'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 J. Furlong with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Michael J. Furlong more than expected).
Fields of papers citing papers by Michael J. Furlong
This network shows the impact of papers produced by Michael J. Furlong. 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 J. Furlong. The network helps show where Michael J. Furlong may publish in the future.
Co-authorship network of co-authors of Michael J. Furlong
This figure shows the co-authorship network connecting the top 25 collaborators of Michael J. Furlong.
A scholar is included among the top collaborators of Michael J. Furlong 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 J. Furlong. Michael J. Furlong is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Furlong, Michael J., et al.. (2020). Modification and Standardization of Social Emotional Health Survey-Secondary--2020 Edition.. Grantee Submission.9 indexed citations
Wolf, Melissa Gordon, Karen Nylund‐Gibson, Erin Dowdy, & Michael J. Furlong. (2019). An Analytic Approach for Deciding between 4- and 6-Point Likert-Type Response Options.. Grantee Submission.3 indexed citations
7.
Furlong, Michael J.. (2018). A Comment on School Safety and Mental Wellness, Including Covitality.. Grantee Submission.
8.
Furlong, Michael J., Erin Dowdy, & Karen Nylund‐Gibson. (2018). Social Emotional Health Survey-Secondary--2015 Edition.. Grantee Submission.4 indexed citations
Furlong, Michael J., et al.. (2014). Covitality: Fostering the Building Blocks of Complete Mental Health.. Communique.27 indexed citations
11.
Boman, Peter, Amanda Mergler, Michael J. Furlong, & Nerina Jane Caltabiano. (2014). Anger in Australian Indigenous and Non-Indigenous Students.. ResearchOnline at James Cook University (James Cook University). 13(2). 15–26.1 indexed citations
12.
Furlong, Michael J., Richard Gilman, & Scott Huebner. (2014). Handbook of Positive Psychology in Schools, 2nd Edition..6 indexed citations
13.
Jimerson, Shane R., et al.. (2004). The Santa Barbara Assets and Risks Assessment to Predict Recidivism Among Male and Female Juveniles: An Investigation of Inter-rater Reliability and Predictive Validity. Education and Treatment of Children. 27(4). 353–373.6 indexed citations
14.
Furlong, Michael J., et al.. (1997). Drugs and School Violence. Education and Treatment of Children. 20(3). 263–280.39 indexed citations
15.
Wood, Michelle, et al.. (1997). Understanding the psychosocial characteristics of gang-involved youths in a system of care: individual, family, and system correlates. Education and Treatment of Children. 20(3). 281–294.6 indexed citations
16.
Furlong, Michael J.. (1995). Who Are the Victims of School Violence? A Comparison of Student Non-Victims and Multi-Victims.. Education and Treatment of Children. 18(3). 282–298.102 indexed citations
Neville, Helen A. & Michael J. Furlong. (1994). The Impact of Participation in a Cultural Awareness Program on the Racial Attitudes and Social Behaviors of First-Year College Students.. Journal of college student development. 35(5).17 indexed citations
19.
Furlong, Michael J., Donald R. Atkinson, & Jesús Casas. (1979). Effects of Counselor Ethnicity and Attitudinal Similarity on Chicano Students' Perceptions of Counselor Credibility and Attractiveness.. Hispanic Journal of Behavioral Sciences. 1(1). 41–53.32 indexed citations
20.
Furlong, Michael J.. (1979). Elementary School Counselors' Perceptions of Their Actual and Ideal Roles.. Elementary school guidance and counseling. 14(1). 4–11.12 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.