Sara LaBelle

726 total citations
41 papers, 483 citations indexed

About

Sara LaBelle is a scholar working on Social Psychology, Education and Sociology and Political Science. According to data from OpenAlex, Sara LaBelle has authored 41 papers receiving a total of 483 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Social Psychology, 12 papers in Education and 8 papers in Sociology and Political Science. Recurrent topics in Sara LaBelle's work include Communication in Education and Healthcare (23 papers), Online and Blended Learning (8 papers) and Public Relations and Crisis Communication (7 papers). Sara LaBelle is often cited by papers focused on Communication in Education and Healthcare (23 papers), Online and Blended Learning (8 papers) and Public Relations and Crisis Communication (7 papers). Sara LaBelle collaborates with scholars based in United States, Slovenia and Germany. Sara LaBelle's co-authors include Zac D. Johnson, Matthew M. Martin, Gregory A. Cranmer, Keith Weber, Megan R. Dillow, Melissa Bekelja Wanzer, Timothy J. Servoss, Zachary W. Goldman, Jennifer H. Waldeck and Melanie Booth‐Butterfield and has published in prestigious journals such as Journal of American College Health, Journal of Health Communication and Personal Relationships.

In The Last Decade

Sara LaBelle

37 papers receiving 462 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sara LaBelle United States 14 282 167 129 56 56 41 483
Debra L. Worthington United States 11 176 0.6× 67 0.4× 37 0.3× 36 0.6× 31 0.6× 26 359
Jamie Comstock United States 9 398 1.4× 82 0.5× 204 1.6× 68 1.2× 152 2.7× 15 522
Deborah Wills Canada 5 117 0.4× 87 0.5× 303 2.3× 34 0.6× 82 1.5× 9 432
Pınar Duru Türkiye 7 99 0.4× 247 1.5× 411 3.2× 51 0.9× 73 1.3× 33 593
Lynn O. Cooper United States 7 176 0.6× 49 0.3× 60 0.5× 26 0.5× 48 0.9× 14 336
Gerald Parr United States 11 195 0.7× 111 0.7× 99 0.8× 31 0.6× 118 2.1× 26 445
İlkay Çulha Türkiye 7 91 0.3× 268 1.6× 394 3.1× 21 0.4× 64 1.1× 10 577
William G. Powers United States 12 195 0.7× 105 0.6× 90 0.7× 78 1.4× 75 1.3× 38 439
Jeffrey Andreas Tan United States 4 241 0.9× 78 0.5× 186 1.4× 29 0.5× 108 1.9× 4 433
Elena Felipe Castaño Spain 14 154 0.5× 269 1.6× 80 0.6× 53 0.9× 92 1.6× 56 521

Countries citing papers authored by Sara LaBelle

Since Specialization
Citations

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

Fields of papers citing papers by Sara LaBelle

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sara LaBelle

This figure shows the co-authorship network connecting the top 25 collaborators of Sara LaBelle. A scholar is included among the top collaborators of Sara LaBelle 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 Sara LaBelle. Sara LaBelle 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.
LaBelle, Sara, et al.. (2023). The contribution of instructional communication research to teaching–learning beyond the classroom. Communication Education. 72(1). 92–95. 2 indexed citations
2.
LaBelle, Sara, et al.. (2023). Graduate students’ privacy boundaries in communicating about mental health with their advisors. Communication Education. 73(2). 143–167.
3.
Johnson, Zac D. & Sara LaBelle. (2022). College Students’ Intent to Persist with Their Education: The Direct and Indirect Effects of Classroom Confirmation and Academic Self-Efficacy. Western Journal of Communication. 87(3). 451–470. 5 indexed citations
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LaBelle, Sara & Zac D. Johnson. (2021). The relationship of student-to-student confirmation in the classroom to college students’ mental health and well-being. Communication Quarterly. 69(2). 133–151. 9 indexed citations
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LaBelle, Sara & Zac D. Johnson. (2020). The relationship of student-to-student confirmation and student engagement. Communication Research Reports. 37(5). 234–242. 14 indexed citations
9.
Kreps, Gary L., Linda Neuhauser, Lisa Sparks, & Sara LaBelle. (2020). Promoting Convergence Between Health Literacy and Health Communication. Studies in health technology and informatics. 269. 526–543. 7 indexed citations
10.
LaBelle, Sara. (2020). Addressing student precarities in higher education: our responsibility as teachers and scholars. Communication Education. 69(2). 267–276. 5 indexed citations
11.
Cranmer, Gregory A. & Sara LaBelle. (2018). Using the Disclosure Decision-Making Model to Understand High School Football Players’ Disclosures of Concussion Symptoms. International Journal of Sport Communication. 11(2). 241–260. 23 indexed citations
12.
Johnson, Zac D. & Sara LaBelle. (2017). An examination of teacher authenticity in the college classroom. Communication Education. 66(4). 423–439. 33 indexed citations
13.
Goldman, Zachary W., et al.. (2016). What do college students want? A prioritization of instructional behaviors and characteristics. Communication Education. 66(3). 280–298. 52 indexed citations
14.
Johnson, Zac D., Sara LaBelle, & Jennifer H. Waldeck. (2016). A cautious approach to reliance on interpersonal communication frameworks: the importance of context in instructional communication research. Communication Education. 66(1). 115–117. 9 indexed citations
15.
Martin, Matthew M., et al.. (2015). Attachment, Identity Gaps, and Communication and Relational Outcomes in Marital Couples’ Public Performances. Journal of Family Communication. 15(3). 232–248. 12 indexed citations
16.
Dillow, Megan R. & Sara LaBelle. (2014). Discussions of sexual health testing: Applying the theory of motivated information management. Personal Relationships. 21(4). 676–691. 30 indexed citations
17.
LaBelle, Sara, Melanie Booth‐Butterfield, & Keith Weber. (2013). Humorous Communication and Its Effectiveness in Coping With Interpersonal Transgressions. Communication Research Reports. 30(3). 221–229. 3 indexed citations
18.
Wanzer, Melissa Bekelja, et al.. (2013). Educating Young Men About Testicular Cancer: Support for a Comprehensive Testicular Cancer Campaign. Journal of Health Communication. 19(3). 303–320. 31 indexed citations
19.
LaBelle, Sara, Matthew M. Martin, & Keith Weber. (2013). Instructional Dissent in the College Classroom: Using the Instructional Beliefs Model as a Framework. Communication Education. 62(2). 169–190. 44 indexed citations
20.
Wanzer, Melissa Bekelja, et al.. (2011). The Role of Direct-to-Consumer Pharmaceutical Advertisements and Individual Differences in Getting People to Talk to Physicians. Journal of Health Communication. 16(8). 831–848. 25 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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