Peter McPartlan

408 total citations
19 papers, 284 citations indexed

About

Peter McPartlan is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Peter McPartlan has authored 19 papers receiving a total of 284 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 6 papers in Experimental and Cognitive Psychology and 5 papers in Social Psychology. Recurrent topics in Peter McPartlan's work include Online and Blended Learning (5 papers), Education, Achievement, and Giftedness (5 papers) and Innovative Teaching and Learning Methods (4 papers). Peter McPartlan is often cited by papers focused on Online and Blended Learning (5 papers), Education, Achievement, and Giftedness (5 papers) and Innovative Teaching and Learning Methods (4 papers). Peter McPartlan collaborates with scholars based in United States, Australia and Germany. Peter McPartlan's co-authors include Di Xu, Brian K. Sato, Jacquelynne S. Eccles, S. K. Solanki, Justin F. Shaffer, Fernando Rodriguez, Amanda J. Holton, Teomara Rutherford, Qiujie Li and Dustin B. Thoman and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Scientific Reports.

In The Last Decade

Peter McPartlan

18 papers receiving 266 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Peter McPartlan United States 9 172 72 59 55 49 19 284
Mike Yough United States 10 182 1.1× 83 1.2× 44 0.7× 50 0.9× 28 0.6× 22 292
Martijn J. M. Leenknecht Netherlands 9 287 1.7× 63 0.9× 40 0.7× 94 1.7× 25 0.5× 9 401
Yasemin Taş Türkiye 10 267 1.6× 103 1.4× 72 1.2× 66 1.2× 61 1.2× 28 370
Marjolein Torenbeek Netherlands 10 227 1.3× 77 1.1× 31 0.5× 67 1.2× 22 0.4× 11 331
Karen E. Clayton United States 6 202 1.2× 122 1.7× 113 1.9× 83 1.5× 29 0.6× 6 346
Kirsten Zimbardi Australia 10 303 1.8× 39 0.5× 33 0.6× 143 2.6× 49 1.0× 27 443
Mee Joo Kim United States 6 196 1.1× 66 0.9× 42 0.7× 38 0.7× 106 2.2× 13 307
Silvija Markic Germany 11 248 1.4× 32 0.4× 34 0.6× 113 2.1× 36 0.7× 36 322
Kristy S. Cooper United States 6 277 1.6× 48 0.7× 32 0.5× 39 0.7× 39 0.8× 11 352
David Jeffries Australia 8 196 1.1× 46 0.6× 48 0.8× 152 2.8× 32 0.7× 13 316

Countries citing papers authored by Peter McPartlan

Since Specialization
Citations

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

Fields of papers citing papers by Peter McPartlan

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Peter McPartlan

This figure shows the co-authorship network connecting the top 25 collaborators of Peter McPartlan. A scholar is included among the top collaborators of Peter McPartlan 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 Peter McPartlan. Peter McPartlan is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

19 of 19 papers shown
1.
Lee, Hye Rin, et al.. (2022). Components of engagement in saying-is-believing exercises. Current Psychology. 42(17). 14903–14918. 5 indexed citations
2.
Fischer, Christian, et al.. (2022). Salient syllabi: Examining design characteristics of science online courses in higher education. PLoS ONE. 17(11). e0276839–e0276839. 7 indexed citations
3.
Schaefer, David R., et al.. (2022). STEM learning communities promote friendships but risk academic segmentation. Scientific Reports. 12(1). 12442–12442. 3 indexed citations
4.
Li, Qiujie, et al.. (2022). What predicts the use of interaction-oriented pedagogies? The role of self-efficacy, motivation, and employment stability. Computers & Education. 184. 104498–104498. 18 indexed citations
5.
McPartlan, Peter, et al.. (2022). When Expectation Isn’t Reality: Racial Disparities in Overestimation and STEM Attrition Among First-Year Students in College. The Journal of Higher Education. 94(4). 526–556. 5 indexed citations
6.
McPartlan, Peter, et al.. (2022). Appealing to Faculty Gatekeepers: Motivational Processes for Intentions to Adopt an Evidence-B ased Intervention. BioScience. 72(7). 664–672. 4 indexed citations
7.
Tate, Tamara, et al.. (2022). “I Just Didn’t Feel like a Student Anymore:” Student Responses to Emergency Distance Learning. Peabody Journal of Education. 97(3). 369–389. 6 indexed citations
8.
McPartlan, Peter, et al.. (2021). The motivational system of task values and anticipated emotions in daily academic behavior. Motivation and Emotion. 45(5). 599–616. 12 indexed citations
9.
Smith, Jessi L., et al.. (2021). Diversity fatigue: A survey for measuring attitudes towards diversity enhancing efforts in academia.. Cultural Diversity & Ethnic Minority Psychology. 27(4). 659–674. 16 indexed citations
10.
McPartlan, Peter, Teomara Rutherford, Fernando Rodriguez, Justin F. Shaffer, & Amanda J. Holton. (2021). Modality motivation: Selection effects and motivational differences in students who choose to take courses online. The Internet and Higher Education. 49. 100793–100793. 33 indexed citations
11.
Yau, Joanna C., Peter McPartlan, & Stephanie M. Reich. (2021). Motives for Texting During Early Adolescence. SHILAP Revista de lepidopterología. 3. 4 indexed citations
12.
McPartlan, Peter, et al.. (2020). Testing Basic Assumptions Reveals When (Not) to Expect Mindset and Belonging Interventions to Succeed. AERA Open. 6(4). 10 indexed citations
13.
McPartlan, Peter. (2020). Challenges of Improving Peer Interaction in Online Courses: The Costs of Social Presence. Proceedings of the 2020 AERA Annual Meeting. 1 indexed citations
14.
McPartlan, Peter, et al.. (2020). Selective Importance in Self-Enhancement: Patterns of Feedback Adolescents Use to Improve Math Self-Concept. The Journal of Early Adolescence. 41(2). 253–281. 7 indexed citations
15.
McPartlan, Peter, et al.. (2020). Surveying online interaction: Relating college instructor characteristics and perceptions to online instructional practices. 1 indexed citations
16.
Solanki, S. K., Peter McPartlan, Di Xu, & Brian K. Sato. (2019). Success with EASE: Who benefits from a STEM learning community?. PLoS ONE. 14(3). e0213827–e0213827. 40 indexed citations
17.
McPartlan, Peter, et al.. (2019). Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course. CBE—Life Sciences Education. 18(4). ar53–ar53. 42 indexed citations
18.
Xu, Di, et al.. (2018). EASEing Students Into College: The Impact of Multidimensional Support for Underprepared Students. Educational Researcher. 47(7). 435–450. 30 indexed citations
19.
McPartlan, Peter, et al.. (2018). Patterns of math and English self-concepts as motivation for college major selection. Contemporary Educational Psychology. 53. 146–158. 40 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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