Nathaniel P. von der Embse

4.3k total citations · 2 hit papers
86 papers, 2.8k citations indexed

About

Nathaniel P. von der Embse is a scholar working on Clinical Psychology, Education and Developmental and Educational Psychology. According to data from OpenAlex, Nathaniel P. von der Embse has authored 86 papers receiving a total of 2.8k indexed citations (citations by other indexed papers that have themselves been cited), including 49 papers in Clinical Psychology, 42 papers in Education and 35 papers in Developmental and Educational Psychology. Recurrent topics in Nathaniel P. von der Embse's work include Child and Adolescent Psychosocial and Emotional Development (43 papers), Behavioral and Psychological Studies (28 papers) and Early Childhood Education and Development (25 papers). Nathaniel P. von der Embse is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (43 papers), Behavioral and Psychological Studies (28 papers) and Early Childhood Education and Development (25 papers). Nathaniel P. von der Embse collaborates with scholars based in United States, United Kingdom and Germany. Nathaniel P. von der Embse's co-authors include Natasha K. Segool, Stephen P. Kilgus, David W. Putwain, Devlina Roy, J. Christopher Post, Justin A. Barterian, Laura L. Pendergast, Ariel Mankin, Katie Eklund and Elina Saeki and has published in prestigious journals such as Journal of Affective Disorders, International Journal of Environmental Research and Public Health and Educational Researcher.

In The Last Decade

Nathaniel P. von der Embse

83 papers receiving 2.6k citations

Hit Papers

align trajectories

What are hit papers?

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.

Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review

2017 409 citations Nathaniel P. von der Embse et al. profile →
Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent

2017 231 citations Nathaniel P. von der Embse, Laura L. Pendergast et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Nathaniel P. von der Embse United States	28	1.3k	1.2k	961	683	561	86	2.8k
Jerrell C. Cassady United States	27	820 0.6×	987 0.8×	848 0.9×	1.1k 1.6×	539 1.0×	71	2.7k
José Manuel García-Fernández Spain	27	1.6k 1.3×	1.5k 1.2×	1.1k 1.2×	624 0.9×	345 0.6×	229	2.9k
Lisa Flook United States	18	1.5k 1.2×	1.6k 1.4×	723 0.8×	352 0.5×	422 0.8×	31	3.4k
Tyler L. Renshaw United States	28	1.8k 1.4×	1.1k 0.9×	1.3k 1.4×	287 0.4×	459 0.8×	120	2.9k
Kai S. Cortina United States	29	723 0.6×	1.3k 1.1×	834 0.9×	649 1.0×	434 0.8×	76	3.2k
Jennifer Frank United States	24	2.0k 1.5×	1.0k 0.9×	764 0.8×	178 0.3×	470 0.8×	56	2.8k
Steven I. Pfeiffer United States	29	814 0.6×	858 0.7×	584 0.6×	1.0k 1.5×	420 0.7×	113	2.7k
Erin N. Schoenfelder United States	17	827 0.6×	645 0.5×	383 0.4×	299 0.4×	297 0.5×	37	1.9k
Cándido J. Inglés Spain	25	938 0.7×	828 0.7×	914 1.0×	490 0.7×	132 0.2×	115	1.9k
Maite Garaigordobil Spain	33	1.2k 0.9×	1.5k 1.3×	2.0k 2.0×	455 0.7×	326 0.6×	193	3.6k

Countries citing papers authored by Nathaniel P. von der Embse

Since Specialization

Citations

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

Fields of papers citing papers by Nathaniel P. von der Embse

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Nathaniel P. von der Embse. 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 Nathaniel P. von der Embse. The network helps show where Nathaniel P. von der Embse may publish in the future.

Co-authorship network of co-authors of Nathaniel P. von der Embse

This figure shows the co-authorship network connecting the top 25 collaborators of Nathaniel P. von der Embse. A scholar is included among the top collaborators of Nathaniel P. von der Embse 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 Nathaniel P. von der Embse. Nathaniel P. von der Embse 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

Embse, Nathaniel P. von der, Sonja D. Winter, Wes Bonifay, et al.. (2025). Reconciling discrepant universal screening data to improve decision-making: A Bayesian logistic regression approach. Journal of School Psychology. 110. 101461–101461. 1 indexed citations

Dart, Evan H., et al.. (2025). Strengthening tier 2 support for students at risk for social-emotional and behavioral difficulties. Preventing School Failure Alternative Education for Children and Youth. 69(4). 330–339.

Putwain, David W., Nathaniel P. von der Embse, Laura Nicholson, & Martin Daumiller. (2024). Emotional intersection: Delineating test anxiety, emotional disorders, and student well-being. Journal of School Psychology. 107. 101390–101390.

Embse, Nathaniel P. von der, et al.. (2023). Universal Screening in Early Childhood Populations: A Systematic Review. Pace Digital Repository (Pace University). 7(1). 1 indexed citations

Embse, Nathaniel P. von der, et al.. (2023). Multi-informant Assessment of Internalizing Concerns: Rater Concordance and Implications for Decision-Making. Journal of Psychopathology and Behavioral Assessment. 45(1). 234–246. 5 indexed citations

Embse, Nathaniel P. von der, et al.. (2023). Reconceptualizing Social and Emotional Competence Assessment in School Settings. Journal of Intelligence. 11(12). 217–217. 4 indexed citations

Pendergast, Laura L., et al.. (2023). Measuring Depression in Young Adults: Preliminary Development of an English Version of the Teate Depression Inventory. International Journal of Environmental Research and Public Health. 20(15). 6470–6470. 2 indexed citations

Eklund, Katie, et al.. (2022). Intervention selection profile-function: An examination of decisional accuracy relative to traditional FBA data.. School Psychology. 38(2). 110–118. 1 indexed citations

Jenkins, Andrew, et al.. (2021). Identifying type and evaluating stability of behavioral risk. Psychology in the Schools. 58(11). 2225–2237. 4 indexed citations

10.

Embse, Nathaniel P. von der & Ariel Mankin. (2020). Changes in Teacher Stress and Wellbeing Throughout the Academic Year. Journal of Applied School Psychology. 37(2). 165–184. 40 indexed citations

11.

Embse, Nathaniel P. von der, et al.. (2019). Building a better behavior progress monitoring tool using maximally efficient items.. School Psychology. 34(6). 695–705. 9 indexed citations

12.

Pendergast, Laura L., Nathaniel P. von der Embse, Stephen P. Kilgus, & Katie Eklund. (2017). Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. Journal of School Psychology. 60. 65–82. 154 indexed citations

13.

Mankin, Ariel, et al.. (2017). Assessing Teacher Wellness: Confirmatory Factor Analysis and Measurement Invariance of the Teacher Subjective Wellbeing Questionnaire. Journal of Psychoeducational Assessment. 36(3). 219–232. 26 indexed citations

14.

Embse, Nathaniel P. von der, Lia E. Sandilos, Laura Pendergast, & Ariel Mankin. (2016). Teacher Stress, Teaching-Efficacy, and Job Satisfaction in Response to Test-Based Educational Accountability Policies.. Grantee Submission. 1 indexed citations

15.

Kilgus, Stephen P., et al.. (2016). Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener in an Elementary Sample. Assessment for Effective Intervention. 42(1). 46–59. 26 indexed citations

16.

Kilgus, Stephen P., et al.. (2014). Confirmation of models for interpretation and use of the Social and Academic Behavior Risk Screener (SABRS).. School Psychology Quarterly. 30(3). 335–352. 32 indexed citations

17.

Embse, Nathaniel P. von der, et al.. (2014). Sensitivity to change and concurrent validity of direct behavior ratings for academic anxiety.. School Psychology Quarterly. 30(2). 244–259. 22 indexed citations

18.

Gallant, Jason R., et al.. (2013). Characteristics and Psychosocial Predictors of Adolescent Nonsuicidal Self-Injury in Residential Care. Preventing School Failure Alternative Education for Children and Youth. 58(1). 26–31. 3 indexed citations

19.

Embse, Nathaniel P. von der & Ramzi Hasson. (2012). Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators. Preventing School Failure Alternative Education for Children and Youth. 56(3). 180–187. 80 indexed citations

20.

Embse, Nathaniel P. von der, et al.. (2009). Applying Social Justice Principles through School-Based Restorative Justice.. Communique. 38(3). 18–19. 1 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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