Scott A. Myers

6.1k total citations
171 papers, 3.9k citations indexed

About

Scott A. Myers is a scholar working on Social Psychology, Education and Communication. According to data from OpenAlex, Scott A. Myers has authored 171 papers receiving a total of 3.9k indexed citations (citations by other indexed papers that have themselves been cited), including 149 papers in Social Psychology, 63 papers in Education and 34 papers in Communication. Recurrent topics in Scott A. Myers's work include Communication in Education and Healthcare (109 papers), Online and Blended Learning (41 papers) and Attachment and Relationship Dynamics (31 papers). Scott A. Myers is often cited by papers focused on Communication in Education and Healthcare (109 papers), Online and Blended Learning (41 papers) and Attachment and Relationship Dynamics (31 papers). Scott A. Myers collaborates with scholars based in United States, Ireland and Russia. Scott A. Myers's co-authors include Alan K. Goodboy, Matthew M. Martin, Timothy P. Mottet, Daniel H. Mansson, Kelly A. Rocca, San Bolkan, Maria Brann, Chad Edwards, Keith Weber and Brandi N. Frisby and has published in prestigious journals such as SHILAP Revista de lepidopterología, Nuclear Instruments and Methods in Physics Research Section A Accelerators Spectrometers Detectors and Associated Equipment and Human Communication Research.

In The Last Decade

Scott A. Myers

163 papers receiving 3.4k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Scott A. Myers United States 39 3.0k 1.8k 986 435 413 171 3.9k
Alan K. Goodboy United States 36 2.4k 0.8× 1.5k 0.8× 1.1k 1.1× 260 0.6× 274 0.7× 152 3.7k
Ann Bainbridge Frymier United States 24 2.3k 0.8× 1.6k 0.9× 376 0.4× 215 0.5× 379 0.9× 41 2.9k
Timothy G. Plax United States 26 2.4k 0.8× 1.6k 0.9× 590 0.6× 292 0.7× 362 0.9× 60 2.9k
Dominic A. Infante United States 30 2.9k 1.0× 473 0.3× 1.0k 1.1× 727 1.7× 876 2.1× 75 3.6k
Michael J. Beatty United States 30 2.0k 0.7× 487 0.3× 415 0.4× 306 0.7× 577 1.4× 120 2.6k
Brant R. Burleson United States 42 3.2k 1.1× 574 0.3× 1.5k 1.5× 387 0.9× 495 1.2× 113 4.9k
Qing Gu United Kingdom 25 561 0.2× 2.5k 1.4× 374 0.4× 512 1.2× 209 0.5× 56 3.9k
Simone Volet Australia 37 1.3k 0.4× 3.4k 1.9× 478 0.5× 1.2k 2.8× 292 0.7× 119 5.5k
Dennis M. McInerney Australia 37 2.0k 0.7× 2.3k 1.3× 723 0.7× 145 0.3× 84 0.2× 121 4.5k
Kory Floyd United States 36 2.7k 0.9× 278 0.2× 1.9k 1.9× 548 1.3× 315 0.8× 133 4.5k

Countries citing papers authored by Scott A. Myers

Since Specialization
Citations

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

Fields of papers citing papers by Scott A. Myers

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Scott A. Myers. 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 Scott A. Myers. The network helps show where Scott A. Myers may publish in the future.

Co-authorship network of co-authors of Scott A. Myers

This figure shows the co-authorship network connecting the top 25 collaborators of Scott A. Myers. A scholar is included among the top collaborators of Scott A. Myers 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 Scott A. Myers. Scott A. Myers 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.
Ball, Hannah, et al.. (2022). A mixed methodological examination of older adults’ psychological reactance toward caregiving messages from their adult children. Communication Monographs. 90(2). 137–158. 4 indexed citations
2.
Myers, Scott A., et al.. (2019). Using emotional response theory to examine dramatic teaching behaviors and student approach–avoidance behaviors. Communication Education. 68(2). 193–214. 7 indexed citations
3.
4.
Mansson, Daniel H. & Scott A. Myers. (2016). Relational Maintenance, Relational Characteristics, and Relational Uncertainty in the Faculty Advisor-Doctoral Advisee Relationship. Communication Research Reports. 33(3). 207–216. 1 indexed citations
5.
Bolkan, San, Alan K. Goodboy, & Scott A. Myers. (2016). Conditional processes of effective instructor communication and increases in students’ cognitive learning. Communication Education. 66(2). 129–147. 53 indexed citations
6.
Myers, Scott A.. (2016). The instructor-student relationship as an alternative form of superior–subordinate relationship. Communication Education. 66(1). 110–112. 10 indexed citations
7.
Myers, Scott A.. (2015). Using Gold's Typology of Adult Sibling Relationships to Explore Sibling Affectionate Communication. North American journal of psychology. 17(2). 301. 5 indexed citations
8.
Myers, Scott A., et al.. (2014). College Student Learning, Motivation, and Satisfaction as a Function of Effective Instructor Communication Behaviors. Southern Communication Journal. 79(1). 14–26. 46 indexed citations
9.
Myers, Scott A., et al.. (2014). Peer Coworker Relationships: Influences on the Expression of Lateral Dissent. Communication Reports. 28(1). 36–47. 16 indexed citations
10.
Myers, Scott A., et al.. (2013). The Relationship between Students' Motives to Communicate with Their Instructors, Course Effort, and Course Workload. College student journal. 47(3). 485–488. 1 indexed citations
11.
Myers, Scott A., et al.. (2013). The Relationship Between Instructor Job Satisfaction and Communicator Style and Socio-Communicative Orientation. Communication Research Reports. 30(4). 347–351. 6 indexed citations
12.
Myers, Scott A., et al.. (2011). The Relationship between Students' Motives to Communicate with Their Instructors and Perceived Instructor Credibility, Attractiveness, and Homophily. College student journal. 45(1). 84–91. 18 indexed citations
13.
Sidelinger, Robert J., et al.. (2011). Students’ Communication Predispositions: An Examination of Classroom Connectedness in Public Speaking Courses. Basic communication course annual. 23(1). 13. 9 indexed citations
14.
Myers, Scott A.. (2010). Using the Perry Scheme to Explore College Student Classroom Participation. Communication Research Reports. 27(2). 123–130. 6 indexed citations
15.
Goodboy, Alan K. & Scott A. Myers. (2009). The Relationship between Perceived Instructor Immediacy and Student Challenge Behavior. Journal of instructional psychology. 36(2). 108–112. 21 indexed citations
16.
Schrodt, Paul, et al.. (2009). Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes. Communication Education. 58(3). 350–371. 65 indexed citations
17.
Myers, Scott A.. (2001). Perceived instructor credibility and verbal aggressiveness in the college classroom. Communication Research Reports. 18(4). 354–364. 59 indexed citations
18.
Martin, Matthew M., Timothy P. Mottet, & Scott A. Myers. (1999). Students' Motives for Communicating with Their Instructors III: Considering Socio-Communicative Orientation, Socio-Communicative Style, and Sex Differences.. Journal of Paediatrics and Child Health. 50(1). 3–10. 2 indexed citations
19.
Hearn, George, et al.. (1995). INDEPENDENT FACING PANELS FOR MECHANICALLY STABILIZED EARTH WALLS. Transportation Research Record Journal of the Transportation Research Board. 13–22. 2 indexed citations
20.
Myers, Scott A.. (1994). Learning the Three C's: Classroom Communication Climate.. 5(5). 33–6. 1 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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