Scott C. Marley

1.1k total citations
39 papers, 719 citations indexed

About

Scott C. Marley is a scholar working on Developmental and Educational Psychology, Education and Social Psychology. According to data from OpenAlex, Scott C. Marley has authored 39 papers receiving a total of 719 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Developmental and Educational Psychology, 17 papers in Education and 7 papers in Social Psychology. Recurrent topics in Scott C. Marley's work include Innovative Teaching and Learning Methods (7 papers), Reading and Literacy Development (7 papers) and Child and Animal Learning Development (5 papers). Scott C. Marley is often cited by papers focused on Innovative Teaching and Learning Methods (7 papers), Reading and Literacy Development (7 papers) and Child and Animal Learning Development (5 papers). Scott C. Marley collaborates with scholars based in United States, United Kingdom and New Zealand. Scott C. Marley's co-authors include Kira J. Carbonneau, James P. Selig, Joel R. Levin, Arthur M. Glenberg, Zsuzsanna Szabó, Cathy Huaqing Qi, Xinyue Zhou, Jinsong Chen, M. Jeanne Wilcox and Michael F. Kelley and has published in prestigious journals such as Journal of Educational Psychology, Educational Psychology Review and Contemporary Educational Psychology.

In The Last Decade

Scott C. Marley

37 papers receiving 670 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 C. Marley United States 14 370 302 188 131 88 39 719
Kira J. Carbonneau United States 15 423 1.1× 263 0.9× 166 0.9× 144 1.1× 109 1.2× 53 801
Bobby Hoffman United States 12 350 0.9× 321 1.1× 76 0.4× 265 2.0× 128 1.5× 18 812
Anna‐Mária Fall United States 20 705 1.9× 590 2.0× 266 1.4× 66 0.5× 90 1.0× 54 1.1k
Lorna K. S. Chan Australia 17 411 1.1× 334 1.1× 96 0.5× 128 1.0× 88 1.0× 32 701
Jamie Jirout United States 13 523 1.4× 400 1.3× 110 0.6× 362 2.8× 126 1.4× 22 1.1k
Stephen T. Peverly United States 19 653 1.8× 530 1.8× 141 0.8× 220 1.7× 62 0.7× 40 1.0k
Minna Kyttälä Finland 12 342 0.9× 282 0.9× 371 2.0× 189 1.4× 64 0.7× 27 719
Antonella D’Amico Italy 13 284 0.8× 184 0.6× 148 0.8× 77 0.6× 176 2.0× 58 786
Joanna Cannon United Kingdom 14 557 1.5× 453 1.5× 191 1.0× 57 0.4× 23 0.3× 45 1.0k
Ithel Jones United States 14 450 1.2× 272 0.9× 108 0.6× 39 0.3× 56 0.6× 36 683

Countries citing papers authored by Scott C. Marley

Since Specialization
Citations

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

Fields of papers citing papers by Scott C. Marley

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Scott C. Marley

This figure shows the co-authorship network connecting the top 25 collaborators of Scott C. Marley. A scholar is included among the top collaborators of Scott C. Marley 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 C. Marley. Scott C. Marley 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.
Marley, Scott C., et al.. (2024). Drama during story time supports preschoolers’ understanding of story character feeling states. Journal of Early Childhood Literacy. 26(1). 83–110. 1 indexed citations
2.
Marley, Scott C., et al.. (2023). What’s the Story with Storytime?: An Examination of Preschool Teachers’ Drama-Based and Shared Reading Practices During Picturebook Read-Aloud. Early Childhood Education Journal. 52(7). 1525–1543. 6 indexed citations
3.
Marley, Scott C. & M. Jeanne Wilcox. (2021). Do family and peer academic social supports predict academic motivations and achievement of first-year college students?. Journal of Applied Research in Higher Education. 14(3). 958–973. 12 indexed citations
4.
Marley, Scott C., et al.. (2017). Development of the Attitude Towards Women’s Sports Scale (ATWS). Digital Commons - New Heaven (University of New Haven). 1 indexed citations
5.
Marley, Scott C., Hilary Bekker, & Bridgette M. Bewick. (2016). Responding to personalised social norms feedback from a web-based alcohol reduction intervention for students: Analysis of think-aloud verbal protocols. Psychology and Health. 31(9). 1007–1024. 14 indexed citations
6.
Marley, Scott C. & Kira J. Carbonneau. (2015). How psychological research with instructional manipulatives can inform classroom learning.. Scholarship of Teaching and Learning in Psychology. 1(4). 412–424. 5 indexed citations
7.
Marley, Scott C., et al.. (2015). Guided Instruction Improves Elementary Student Learning and Self-Efficacy in Science. The Journal of Educational Research. 108(5). 371–381. 22 indexed citations
8.
Carbonneau, Kira J. & Scott C. Marley. (2015). Instructional Guidance and Realism of Manipulatives Influence Preschool Children's Mathematics Learning. The Journal of Experimental Education. 83(4). 495–513. 24 indexed citations
9.
Mathur, Sarup R. & Scott C. Marley. (2015). Understanding Urban Teachers’ Perceptions for Professional Development in Classroom Management. 3(1). 35–35. 1 indexed citations
10.
Marley, Scott C. & Kira J. Carbonneau. (2014). Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives. Educational Psychology Review. 26(1). 1–7. 19 indexed citations
11.
Kibbe, Debra, et al.. (2013). Innovative Tools Help Counselors Discuss Childhood Obesity with Parents. Childhood Obesity. 9(2). 144–149. 5 indexed citations
12.
McCrudden, Matthew T., et al.. (2013). Exploring the Boundary Conditions of the Redundancy Principle. The Journal of Experimental Education. 82(4). 537–554. 9 indexed citations
13.
Marley, Scott C., et al.. (2012). Professional Baseball Athletic Trainers' Perceptions of Preparation for Job-Specific Duties. Journal of Athletic Training. 47(6). 704–713. 3 indexed citations
14.
Marley, Scott C. & Joel R. Levin. (2011). When Are Prescriptive Statements in Educational Research Justified?. Educational Psychology Review. 23(2). 197–206. 27 indexed citations
15.
Qi, Cathy Huaqing, Ann P. Kaiser, Scott C. Marley, & Stephanie Milan. (2011). Performance of African American Preschool Children From Low-Income Families on Expressive Language Measures. Topics in Early Childhood Special Education. 32(3). 175–184. 7 indexed citations
16.
Marley, Scott C.. (2010). Psychological Measurement for Specialists in Group Work. The Journal for Specialists in Group Work. 35(4). 331–348. 5 indexed citations
17.
Marley, Scott C., et al.. (2010). Motivational Interviewing Skills are Positively Associated with Nutritionist Self-efficacy. Journal of Nutrition Education and Behavior. 43(1). 28–34. 11 indexed citations
18.
Marley, Scott C., et al.. (2010). Does an activity-based learning strategy improve preschool children's memory for narrative passages?. Early Childhood Research Quarterly. 25(4). 515–526. 20 indexed citations
19.
Holt, R.S., et al.. (2009). Robotic telescopes - classroom activities at the cutting edge of science. School science review. 90(333). 73–82. 2 indexed citations
20.
Misra, M. K., et al.. (1995). Background Segmentation and Dimensional Measurement of Corn Germplasm. Transactions of the ASAE. 38(1). 291–297. 9 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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