Richard Sheldrake

516 total citations
18 papers, 360 citations indexed

About

Richard Sheldrake is a scholar working on Education, Experimental and Cognitive Psychology and Social Psychology. According to data from OpenAlex, Richard Sheldrake has authored 18 papers receiving a total of 360 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 10 papers in Experimental and Cognitive Psychology and 7 papers in Social Psychology. Recurrent topics in Richard Sheldrake's work include Education, Achievement, and Giftedness (10 papers), Science Education and Pedagogy (6 papers) and Educational Strategies and Epistemologies (6 papers). Richard Sheldrake is often cited by papers focused on Education, Achievement, and Giftedness (10 papers), Science Education and Pedagogy (6 papers) and Educational Strategies and Epistemologies (6 papers). Richard Sheldrake collaborates with scholars based in United Kingdom. Richard Sheldrake's co-authors include Michael Reiß, Tamjid Mujtaba, Shirley Simon, Sue Dale Tunnicliffe, Nicola Walshe and Eleanore Hargreaves and has published in prestigious journals such as International Journal of Science Education, Learning and Individual Differences and Journal of Second Language Writing.

In The Last Decade

Richard Sheldrake

16 papers receiving 347 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Richard Sheldrake United Kingdom	11	233	105	99	84	72	18	360
Jonathan T. Shemwell United States	11	337 1.4×	94 0.9×	182 1.8×	75 0.9×	39 0.5×	15	451
Thanita Lerdpornkulrat Thailand	9	214 0.9×	87 0.8×	113 1.1×	63 0.8×	99 1.4×	20	372
Tamra Stambaugh United States	9	393 1.7×	220 2.1×	116 1.2×	71 0.8×	55 0.8×	28	525
Mei-Shiu Chiu Taiwan	12	193 0.8×	154 1.5×	80 0.8×	30 0.4×	92 1.3×	40	404
Gaye Williams Australia	8	218 0.9×	61 0.6×	111 1.1×	44 0.5×	31 0.4×	35	320
Mikael Winberg Sweden	14	312 1.3×	102 1.0×	161 1.6×	24 0.3×	68 0.9×	32	456
Joanne Rossi Becker United States	11	410 1.8×	149 1.4×	89 0.9×	54 0.6×	43 0.6×	25	574
Melony Holyfield Allen United States	6	302 1.3×	31 0.3×	111 1.1×	33 0.4×	40 0.6×	9	396
Mark W. Aulls Canada	13	265 1.1×	68 0.6×	183 1.8×	34 0.4×	46 0.6×	40	418
Ian Thacker United States	10	180 0.8×	61 0.6×	75 0.8×	33 0.4×	40 0.6×	23	320

Countries citing papers authored by Richard Sheldrake

Since Specialization

Citations

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

Fields of papers citing papers by Richard Sheldrake

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Richard Sheldrake

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

All Works

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18 of 18 papers shown

Sheldrake, Richard, Nicola Walshe, & Eleanore Hargreaves. (2025). Agentic action as an aim for sustainability education: views from secondary school teachers in England. Environmental Education Research. 31(6). 1117–1134.

Reiß, Michael, et al.. (2025). Students’ experiences of investigative school science research projects. Research in Science & Technological Education. 1–18.

Sheldrake, Richard, et al.. (2024). What do you think being a good scientist involves? School students’ views about science, scientific research, and being scientists. International Journal of Science Education. 47(17). 2352–2370. 1 indexed citations

Reiß, Michael, et al.. (2023). Investigative Research Projects for Students in Science: The State of the Field and a Research Agenda. Canadian Journal of Science Mathematics and Technology Education. 23(1). 80–95. 10 indexed citations

Sheldrake, Richard, Tamjid Mujtaba, & Michael Reiß. (2022). Implications of under-confidence and over-confidence in mathematics at secondary school. International Journal of Educational Research. 116. 102085–102085. 6 indexed citations

Sheldrake, Richard & Michael Reiß. (2021). Primary children’s views about appreciating, supporting, and learning about nature. Journal of Biological Education. 57(2). 401–421. 5 indexed citations

Sheldrake, Richard, et al.. (2021). Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics. Journal of Second Language Writing. 52. 100810–100810. 19 indexed citations

Sheldrake, Richard & Tamjid Mujtaba. (2019). Children’s Aspirations Towards Science-related Careers. Canadian Journal of Science Mathematics and Technology Education. 20(1). 7–26. 7 indexed citations

Sheldrake, Richard. (2018). Changes in Children’s Science-Related Career Aspirations from Age 11 to Age 14. Research in Science Education. 50(4). 1435–1464. 19 indexed citations

10.

Mujtaba, Tamjid, Richard Sheldrake, Michael Reiß, & Shirley Simon. (2018). Students’ science attitudes, beliefs, and context: associations with science and chemistry aspirations. International Journal of Science Education. 40(6). 644–667. 59 indexed citations

11.

Mujtaba, Tamjid, Sue Dale Tunnicliffe, & Richard Sheldrake. (2017). Teachers’ perceptions of Inquiry-Based Science Education (IBSE) and the implications for gender equality in science education. UCL Discovery (University College London). 1 indexed citations

12.

Sheldrake, Richard, Tamjid Mujtaba, & Michael Reiß. (2017). Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School. Research in Science Education. 49(6). 1809–1834. 32 indexed citations

13.

Sheldrake, Richard, Tamjid Mujtaba, & Michael Reiß. (2017). Science teaching and students’ attitudes and aspirations: The importance of conveying the applications and relevance of science. International Journal of Educational Research. 85. 167–183. 74 indexed citations

14.

Sheldrake, Richard. (2016). Students’ intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence. International Journal of Science Education. 38(8). 1256–1277. 23 indexed citations

15.

Sheldrake, Richard. (2016). Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school. International Journal of Educational Research. 76. 50–65. 37 indexed citations

16.

Sheldrake, Richard. (2016). Differential predictors of under-confidence and over-confidence for mathematics and science students in England. Learning and Individual Differences. 49. 305–313. 15 indexed citations

17.

Sheldrake, Richard, Tamjid Mujtaba, & Michael Reiß. (2014). Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are. British Educational Research Journal. 41(3). 462–488. 28 indexed citations

18.

Sheldrake, Richard, Tamjid Mujtaba, & Michael Reiß. (2013). Calibration of self-evaluations of mathematical ability for students in England aged 13 and 15, and their intentions to study non-compulsory mathematics after age 16. International Journal of Educational Research. 64. 49–61. 24 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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