Norah Frederickson

6.8k total citations · 1 hit paper
120 papers, 4.5k citations indexed

About

Norah Frederickson is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Norah Frederickson has authored 120 papers receiving a total of 4.5k indexed citations (citations by other indexed papers that have themselves been cited), including 60 papers in Education, 54 papers in Developmental and Educational Psychology and 51 papers in Clinical Psychology. Recurrent topics in Norah Frederickson's work include Educational and Psychological Assessments (33 papers), Early Childhood Education and Development (29 papers) and Child and Adolescent Psychosocial and Emotional Development (22 papers). Norah Frederickson is often cited by papers focused on Educational and Psychological Assessments (33 papers), Early Childhood Education and Development (29 papers) and Child and Adolescent Psychosocial and Emotional Development (22 papers). Norah Frederickson collaborates with scholars based in United Kingdom, Australia and Canada. Norah Frederickson's co-authors include K. V. Petrides, Adrian Furnham, Frances Rice, Tony Cline, Robert Savage, Lucy Riglin, Jeremy J. Monsen, Alice Jones Bartoli, Katherine H. Shelton and Jane Turner and has published in prestigious journals such as Trends in Cognitive Sciences, Journal of Educational Psychology and Journal of Child Psychology and Psychiatry.

In The Last Decade

Norah Frederickson

113 papers receiving 3.8k 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.

The role of trait emotional intelligence in academic performance and deviant behavior at school

2003 730 citations K. V. Petrides, Norah Frederickson et al. profile →

Peers

Norah Frederickson

EDUCA

DEP

Wendy M. Reinke United States

Adam Winsler United States

Clayton R. Cook United States

Allen W. Gottfried United States

Terry B. Gutkin United States

Charlie Lewis United Kingdom

David Cross United States

Neil Humphrey United Kingdom

Irving E. Sigel United States

Michael J. Chandler Canada

Wendy M. Reinke United States

Norah Frederickson

3.0k ×1.5

3.2k ×1.6

EDUCA

1.6k ×1.0

2.4k ×1.7

DEP

665 ×0.9

Citations per year, relative to Norah Frederickson Norah Frederickson (= 1×) peers Wendy M. Reinke

Countries citing papers authored by Norah Frederickson

Since Specialization

Citations

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

Fields of papers citing papers by Norah Frederickson

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Norah Frederickson

This figure shows the co-authorship network connecting the top 25 collaborators of Norah Frederickson. A scholar is included among the top collaborators of Norah Frederickson 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 Norah Frederickson. Norah Frederickson 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

Ng‐Knight, Terry, Katherine H. Shelton, Lucy Riglin, et al.. (2018). ‘Best friends forever’? Friendship stability across school transition and associations with mental health and educational attainment. British Journal of Educational Psychology. 89(4). 585–599. 53 indexed citations

McManus, I. C., Terry Ng‐Knight, Lucy Riglin, et al.. (2015). Doctor, builder, soldier, lawyer, teacher, dancer, shopkeeper, vet: exploratory study of which eleven-year olds would like to become a doctor. BMC Psychology. 3(1). 38–38. 2 indexed citations

Riglin, Lucy, Stephan Collishaw, Katherine H. Shelton, et al.. (2015). Higher cognitive ability buffers stress-related depressive symptoms in adolescent girls. Development and Psychopathology. 28(1). 97–109. 22 indexed citations

Frederickson, Norah, et al.. (2013). Improving pupil referral unit outcomes: pupil perspectives. Emotional and Behavioural Difficulties. 18(4). 407–422. 25 indexed citations

Frederickson, Norah, et al.. (2013). Can developmental cognitive neuroscience inform intervention for social, emotional and behavioural difficulties (SEBD)?. Emotional and Behavioural Difficulties. 18(2). 135–154. 14 indexed citations

Frederickson, Norah, et al.. (2013). Effects of an emotional literacy intervention for students identified with bullying behaviour. Educational Psychology. 33(7). 862–883. 19 indexed citations

Viding, Essi, Eamon McCrory, Sarah‐Jayne Blakemore, & Norah Frederickson. (2011). Behavioural problems and bullying at school: can cognitive neuroscience shed new light on an old problem?. Trends in Cognitive Sciences. 15(7). 289–91. 15 indexed citations

Frederickson, Norah. (2010). Assessment of children’s mental health and wellbeing. 2(4). 24–26.

Rice, Frances, et al.. (2010). Assessing pupil concerns about transition to secondary school. British Journal of Educational Psychology. 81(2). 244–263. 128 indexed citations

10.

Viding, Essi, et al.. (2009). The contribution of callous‐unemotional traits and conduct problems to bullying in early adolescence. Journal of Child Psychology and Psychiatry. 50(4). 471–481. 159 indexed citations

11.

Wolpert, Miranda, et al.. (2008). Review and recommendations for national policy for England for the use of mental health outcome measures with children and young people. Report for Department of Children Schools and Families and Department of Health. UCL Discovery (University College London). 3 indexed citations

12.

Savage, Robert, et al.. (2005). Evaluating Current Deficit Theories of Poor Reading: Role of Phonological Processing, Naming Speed, Balance Automaticity, Rapid Verbal Perception and Working Memory. Perceptual and Motor Skills. 101(2). 345–361. 11 indexed citations

13.

Petrides, K. V., Tomas Chamorro‐Premuzic, Norah Frederickson, & Adrian Furnham. (2005). Explaining individual differences in scholastic behaviour and achievement. British Journal of Educational Psychology. 75(2). 239–255. 112 indexed citations

14.

Petrides, K. V., A Furnham, & Norah Frederickson. (2004). Trait emotional intelligence. UCL Discovery (University College London). 4 indexed citations

15.

Savage, Robert & Norah Frederickson. (2004). Evidence of a highly specific relationship between rapid automatic naming of digits and text-reading speed. Brain and Language. 93(2). 152–159. 136 indexed citations

16.

Frederickson, Norah. (2002). Evidence-based practice and educational psychology. Educational and Child Psychology. 19(3). 96–111. 45 indexed citations

17.

Monsen, Jeremy J., Beverley Graham, Norah Frederickson, & R. J. Cameron. (1998). Problem analysis and professional training in educational psychology: An accountable model of practice. UCL Discovery (University College London). 33 indexed citations

18.

Frederickson, Norah, et al.. (1998). Differences between children with specific learning difficulties (SpLD) and moderate learning difficulties (MLD) on the Phonological Assessment Battery. Educational and Child Psychology. 15(4). 18–32. 2 indexed citations

19.

Frederickson, Norah. (1998). Causal judgement and explanation: a practitioner response to Denis Hilton. Educational and Child Psychology. 15(2). 35–42. 2 indexed citations

20.

Frederickson, Norah, Uta Frith, & Robert D. Reason. (1997). Phonological Assessment Battery (Manual and Test Materials). UCL Discovery (University College London). 39 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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