Priscilla Goble

991 total citations
20 papers, 682 citations indexed

About

Priscilla Goble is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Priscilla Goble has authored 20 papers receiving a total of 682 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 11 papers in Clinical Psychology and 3 papers in Developmental and Educational Psychology. Recurrent topics in Priscilla Goble's work include Early Childhood Education and Development (17 papers), Child and Adolescent Psychosocial and Emotional Development (10 papers) and Parental Involvement in Education (9 papers). Priscilla Goble is often cited by papers focused on Early Childhood Education and Development (17 papers), Child and Adolescent Psychosocial and Emotional Development (10 papers) and Parental Involvement in Education (9 papers). Priscilla Goble collaborates with scholars based in United States. Priscilla Goble's co-authors include Robert C. Pianta, Lia E. Sandilos, Richard A. Fabes, Carol Lynn Martin, Laura D. Hanish, Sonya S. Myers, Jason T. Downer, Sara E. Rimm‐Kaufman, David R. Schaefer and Olga Kornienko and has published in prestigious journals such as Child Development, Frontiers in Psychology and Sex Roles.

In The Last Decade

Priscilla Goble

19 papers receiving 647 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Priscilla Goble United States 12 496 220 118 117 104 20 682
Kristen L. Granger United States 11 200 0.4× 154 0.7× 101 0.9× 61 0.5× 54 0.5× 44 420
Jonathan Glazzard United Kingdom 12 262 0.5× 172 0.8× 127 1.1× 82 0.7× 24 0.2× 65 520
Yueming Jia United States 8 372 0.8× 218 1.0× 42 0.4× 93 0.8× 29 0.3× 12 587
Lacey J. Hilliard United States 9 239 0.5× 85 0.4× 54 0.5× 121 1.0× 98 0.9× 18 480
Ronald J. Sinclair United States 9 291 0.6× 235 1.1× 97 0.8× 169 1.4× 33 0.3× 13 614
Diether Hopf Germany 10 309 0.6× 114 0.5× 143 1.2× 90 0.8× 42 0.4× 21 523
Angela Ittel Germany 15 271 0.5× 141 0.6× 44 0.4× 131 1.1× 47 0.5× 41 534
Alyssa R. Gonzalez-DeHass United States 9 596 1.2× 220 1.0× 83 0.7× 68 0.6× 19 0.2× 22 728
Duane E. Thomas United States 10 339 0.7× 209 0.9× 65 0.6× 168 1.4× 21 0.2× 14 574
Marian C. Fish United States 12 180 0.4× 137 0.6× 95 0.8× 84 0.7× 35 0.3× 36 392

Countries citing papers authored by Priscilla Goble

Since Specialization
Citations

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

Fields of papers citing papers by Priscilla Goble

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Priscilla Goble

This figure shows the co-authorship network connecting the top 25 collaborators of Priscilla Goble. A scholar is included among the top collaborators of Priscilla Goble 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 Priscilla Goble. Priscilla Goble 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.
Goble, Priscilla, et al.. (2025). Preschool teacher perceptions of child–teacher relationship training.. International Journal of Play Therapy. 34(1). 14–25.
2.
Sandilos, Lia E., et al.. (2023). Head start classroom demands and resources: Identifying associations with teacher burnout.. School Psychology. 39(3). 280–290. 3 indexed citations
3.
Goble, Priscilla, et al.. (2023). Teacher professional development training: Utilizing child-centered play therapy skills in the classroom.. International Journal of Play Therapy. 33(1). 1–11. 1 indexed citations
4.
Xiao, Sonya Xinyue, Laura D. Hanish, Carol Lynn Martin, et al.. (2022). Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention. Early Childhood Research Quarterly. 60. 403–413. 14 indexed citations
5.
Goble, Priscilla, et al.. (2022). Adolescent Academic Success: Teacher-Child Interactions as a Buffer for Early Childhood Relational Adversity. Journal of Child and Family Studies. 32(7). 1895–1910. 1 indexed citations
6.
Hanish, Laura D., Sonya Xinyue Xiao, Carol Lynn Martin, et al.. (2022). The Benefits of Buddies: Strategically Pairing Preschoolers with Other-Gender Classmates Promotes Positive Peer Interactions. Early Education and Development. 34(5). 1011–1025. 11 indexed citations
7.
Goble, Priscilla, et al.. (2021). Intervention Implementation of Tools of the Mind for Preschool Children’s Executive Functioning. Frontiers in Psychology. 12. 624140–624140. 7 indexed citations
8.
Hanish, Laura D., Carol Lynn Martin, Rachel Cook, et al.. (2021). Building integrated peer relationships in preschool classrooms: The potential of buddies. Journal of Applied Developmental Psychology. 73. 101257–101257. 27 indexed citations
9.
Sandilos, Lia E., et al.. (2020). Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms. Early Education and Development. 31(7). 1169–1185. 46 indexed citations
10.
Goble, Priscilla, Lia E. Sandilos, & Robert C. Pianta. (2019). Gains in teacher-child interaction quality and children's school readiness skills: Does it matter where teachers start?. Journal of School Psychology. 73. 101–113. 33 indexed citations
11.
Goble, Priscilla, et al.. (2019). Development of executive function skills: Examining the role of teachers and externalizing behaviour problems. Infant and Child Development. 29(1). 8 indexed citations
12.
Goble, Priscilla, Robert C. Pianta, & Terri J. Sabol. (2018). Forecasting youth adjustment at age 15 from school readiness profiles at 54 months. Applied Developmental Science. 23(4). 353–370. 6 indexed citations
13.
Goble, Priscilla, Natalie D. Eggum, Crystal I. Bryce, et al.. (2017). The transition from preschool to first grade: A transactional model of development. Journal of Applied Developmental Psychology. 49. 55–67. 15 indexed citations
14.
Sandilos, Lia E., Priscilla Goble, Sara E. Rimm‐Kaufman, & Robert C. Pianta. (2017). Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?. Early Childhood Research Quarterly. 42. 280–290. 98 indexed citations
15.
Bryce, Crystal I., Priscilla Goble, Jodi Swanson, et al.. (2017). Kindergarten School Engagement: Linking Early Temperament and Academic Achievement at the Transition to School. Early Education and Development. 29(5). 780–796. 18 indexed citations
16.
Goble, Priscilla & Robert C. Pianta. (2017). Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness. Early Education and Development. 28(8). 1035–1051. 72 indexed citations
17.
Downer, Jason T., Priscilla Goble, Sonya S. Myers, & Robert C. Pianta. (2016). Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment. Early Childhood Research Quarterly. 37. 26–38. 111 indexed citations
18.
Goble, Priscilla, et al.. (2016). Preschool Contexts and Teacher Interactions: Relations with School Readiness. Early Education and Development. 27(5). 623–641. 27 indexed citations
19.
Martin, Carol Lynn, Olga Kornienko, David R. Schaefer, et al.. (2012). The Role of Sex of Peers and Gender-Typed Activities in Young Children's Peer Affiliative Networks: A Longitudinal Analysis of Selection and Influence. Child Development. 84(3). 921–937. 126 indexed citations
20.
Goble, Priscilla, Carol Lynn Martin, Laura D. Hanish, & Richard A. Fabes. (2012). Children’s Gender-Typed Activity Choices Across Preschool Social Contexts. Sex Roles. 67(7-8). 435–451. 58 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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