Rachel E. White

1.3k total citations
27 papers, 851 citations indexed

About

Rachel E. White is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, Rachel E. White has authored 27 papers receiving a total of 851 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Education, 7 papers in Social Psychology and 7 papers in Clinical Psychology. Recurrent topics in Rachel E. White's work include Early Childhood Education and Development (8 papers), Child and Adolescent Psychosocial and Emotional Development (7 papers) and Mental Health Research Topics (4 papers). Rachel E. White is often cited by papers focused on Early Childhood Education and Development (8 papers), Child and Adolescent Psychosocial and Emotional Development (7 papers) and Mental Health Research Topics (4 papers). Rachel E. White collaborates with scholars based in United States, Canada and Czechia. Rachel E. White's co-authors include Stephanie M. Carlson, Angela Duckworth, Ethan Kross, Annie Shearer, James J. Gross, P.J. Tobin, Sheena D. Brown, Catherine Schaefer, Brian M. Galla and Sidney K. D’Mello and has published in prestigious journals such as Child Development, Neuroscience & Biobehavioral Reviews and Journal of Educational Psychology.

In The Last Decade

Rachel E. White

26 papers receiving 802 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Rachel E. White United States	15	272	207	197	194	171	27	851
Jeremy R. Sullivan United States	16	306 1.1×	233 1.1×	255 1.3×	277 1.4×	149 0.9×	42	979
Melissa A. Rodgers United States	11	159 0.6×	126 0.6×	131 0.7×	167 0.9×	93 0.5×	24	866
Sônia Regina Fiorim Enumo Brazil	17	248 0.9×	102 0.5×	86 0.4×	303 1.6×	55 0.3×	103	917
Serena Petrocchi Switzerland	17	170 0.6×	58 0.3×	138 0.7×	344 1.8×	71 0.4×	64	829
Suzanne M. Miller United States	11	430 1.6×	255 1.2×	102 0.5×	117 0.6×	95 0.6×	29	1.1k
Carlos Gutiérrez García Spain	14	367 1.3×	139 0.7×	207 1.1×	51 0.3×	60 0.4×	88	1.2k
Amy K. Atwood United States	15	87 0.3×	83 0.4×	80 0.4×	158 0.8×	131 0.8×	23	1.2k
Sarah L. Ferguson United States	9	197 0.7×	136 0.7×	211 1.1×	264 1.4×	103 0.6×	25	830
Noël Gregg United States	26	655 2.4×	622 3.0×	74 0.4×	233 1.2×	120 0.7×	72	1.6k
Bradley T. Erford United States	20	367 1.3×	204 1.0×	765 3.9×	788 4.1×	171 1.0×	136	1.7k

Countries citing papers authored by Rachel E. White

Since Specialization

Citations

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

Fields of papers citing papers by Rachel E. White

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Rachel E. White. 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 Rachel E. White. The network helps show where Rachel E. White may publish in the future.

Co-authorship network of co-authors of Rachel E. White

This figure shows the co-authorship network connecting the top 25 collaborators of Rachel E. White. A scholar is included among the top collaborators of Rachel E. White 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 Rachel E. White. Rachel E. White 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

Gleason, Tracy R. & Rachel E. White. (2023). Pretend play as abstraction: Implications for early development and beyond. Neuroscience & Biobehavioral Reviews. 147. 105090–105090. 5 indexed citations

Thibodeau‐Nielsen, Rachel B., et al.. (2023). Pandemic play moderates the relation between caregiver stress and child emotional distress in contexts of economic adversity. Frontiers in Psychology. 14. 1155617–1155617.

Thibodeau‐Nielsen, Rachel B., et al.. (2021). Child Adjustment During COVID-19: The Role of Economic Hardship, Caregiver Stress, and Pandemic Play. Frontiers in Psychology. 12. 716651–716651. 15 indexed citations

White, Rachel E. & Stephanie M. Carlson. (2021). Pretending with realistic and fantastical stories facilitates executive function in 3-year-old children. Journal of Experimental Child Psychology. 207. 105090–105090. 20 indexed citations

White, Rachel E., et al.. (2021). Engagement in social pretend play predicts preschoolers’ executive function gains across the school year. Early Childhood Research Quarterly. 56. 103–113. 34 indexed citations

Petráš, Marek, Ivana Králová Lesná, Rachel E. White, et al.. (2021). The Effectiveness of Post-Vaccination and Post-Infection Protection in the Hospital Staff of Three Prague Hospitals: A Cohort Study of 8-Month Follow-Up from the Start of the COVID-19 Vaccination Campaign (COVANESS). Vaccines. 10(1). 9–9. 5 indexed citations

Thibodeau‐Nielsen, Rachel B., Rachel E. White, & Francisco Palermo. (2021). Advancements in observing behavior in preschool classrooms: A new audiovisual approach. Social Development. 30(4). 899–909. 2 indexed citations

White, Rachel E., et al.. (2019). Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children. Journal of Visualized Experiments. 2 indexed citations

White, Rachel E., et al.. (2018). Focusing on the future from afar: Self-distancing from future stressors facilitates adaptive coping.. Emotion. 19(5). 903–916. 26 indexed citations

10.

Brown, Sheena D., Rachel E. White, & P.J. Tobin. (2017). Keep them breathing. JAAPA. 30(5). 23–27. 54 indexed citations

11.

Duckworth, Angela, et al.. (2016). A stitch in time: Strategic self-control in high school and college students.. Journal of Educational Psychology. 108(3). 329–341. 97 indexed citations

12.

White, Rachel E., et al.. (2016). The “Batman Effect”: Improving Perseverance in Young Children. Child Development. 88(5). 1563–1571. 81 indexed citations

13.

White, Rachel E., Ethan Kross, & Angela Duckworth. (2015). Spontaneous Self-Distancing and Adaptive Self-Reflection Across Adolescence. Child Development. 86(4). 1272–1281. 41 indexed citations

14.

Easty, Anthony, N. Coakley, Ryan R. Cheng, et al.. (2015). Safe Handling of Cytotoxics: Guideline Recommendations. Current Oncology. 22(1). 27–37. 48 indexed citations

15.

Galla, Brian M., et al.. (2014). A Behind‐the‐Scenes Guide to School‐Based Research. Mind Brain and Education. 8(1). 15–20. 12 indexed citations

16.

Galla, Brian M., et al.. (2014). The Academic Diligence Task (ADT): assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology. 39(4). 314–325. 76 indexed citations

17.

Trbovich, Patricia, et al.. (2013). The Effects of Interruptions on Oncologists′ Patient Assessment and Medication Ordering Practices. Journal of Healthcare Engineering. 4(1). 127–144. 10 indexed citations

18.

Carlson, Stephanie M., et al.. (2013). Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development. 29. 1–16. 122 indexed citations

19.

White, Rachel E., et al.. (2012). Optimizing the Design of Preprinted Orders for Ambulatory Chemotherapy: Combining Oncology, Human Factors, and Graphic Design. Journal of Oncology Practice. 8(2). 97–102. 3 indexed citations

20.

López, Raquel Gómez, et al.. (2009). Usability of a Diabetes Telemanagement System. Journal of Clinical Engineering. 34(3). 147–151. 5 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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