Scott Schumann

423 total citations
19 papers, 320 citations indexed

About

Scott Schumann is a scholar working on Social Psychology, Safety Research and General Agricultural and Biological Sciences. According to data from OpenAlex, Scott Schumann has authored 19 papers receiving a total of 320 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Social Psychology, 9 papers in Safety Research and 6 papers in General Agricultural and Biological Sciences. Recurrent topics in Scott Schumann's work include Outdoor and Experiential Education (16 papers), Youth Development and Social Support (9 papers) and Diverse Educational Innovations Studies (6 papers). Scott Schumann is often cited by papers focused on Outdoor and Experiential Education (16 papers), Youth Development and Social Support (9 papers) and Diverse Educational Innovations Studies (6 papers). Scott Schumann collaborates with scholars based in United States, Australia and Norway. Scott Schumann's co-authors include Jim Sibthorp, John Gookin, Karen Paisley, Jeff Rose, William M. Johnston, William F Waggoner, Kevin Rathunde, Douglas J. Hacker and Daniel L. Dustin and has published in prestigious journals such as Leisure Sciences, Scandinavian Journal of Hospitality and Tourism and Wilderness and Environmental Medicine.

In The Last Decade

Scott Schumann

19 papers receiving 280 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 Schumann United States 9 182 77 54 48 40 19 320
Robin Mittelstaedt United States 9 186 1.0× 27 0.4× 83 1.5× 26 0.5× 56 1.4× 21 345
Heather Prince United Kingdom 11 209 1.1× 35 0.5× 59 1.1× 89 1.9× 67 1.7× 32 393
Tom G. Potter Canada 12 274 1.5× 54 0.7× 29 0.5× 82 1.7× 82 2.0× 26 343
Robyn Zink New Zealand 10 353 1.9× 44 0.6× 143 2.6× 151 3.1× 69 1.7× 22 455
Ulrich Müller Germany 9 25 0.1× 40 0.5× 57 1.1× 103 2.1× 45 1.1× 32 238
Erik Bäckman Sweden 11 124 0.7× 14 0.2× 147 2.7× 68 1.4× 17 0.4× 32 323
Kirsti Pedersen Gurholt Norway 8 147 0.8× 10 0.1× 68 1.3× 47 1.0× 54 1.4× 18 242
Eva Pomeroy United States 8 74 0.4× 29 0.4× 43 0.8× 136 2.8× 20 0.5× 18 261
Patrick Duffy United Kingdom 10 209 1.1× 45 0.6× 108 2.0× 22 0.5× 14 0.3× 44 537
Gabriele Lauterbach Norway 5 163 0.9× 52 0.7× 33 0.6× 118 2.5× 82 2.0× 7 316

Countries citing papers authored by Scott Schumann

Since Specialization
Citations

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

Fields of papers citing papers by Scott Schumann

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Scott Schumann

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

All Works

19 of 19 papers shown
1.
Dustin, Daniel L., et al.. (2017). The Relevance of Campus Outdoor Recreation Programs to Higher Education: A University of Utah Example. Journal of Outdoor Recreation Education and Leadership. 9(1). 3–9. 4 indexed citations
2.
Schumann, Scott & Jim Sibthorp. (2016). Improving the Accuracy of Outdoor Educators’ Teaching Self-Efficacy Beliefs Through Metacognitive Monitoring. Journal of Experiential Education. 39(2). 196–210. 6 indexed citations
3.
Schumann, Scott, et al.. (2015). The Art of Guiding in Nature-Based Adventure Tourism – How Guides Can Create Client Value and Positive Experiences on Mountain Bike and Backcountry Ski Tours. Scandinavian Journal of Hospitality and Tourism. 15(sup1). 62–82. 48 indexed citations
4.
Sibthorp, Jim, et al.. (2014). Fostering Experiential Self-Regulation Through Outdoor Adventure Education. Journal of Experiential Education. 38(1). 26–40. 18 indexed citations
5.
Schumann, Scott, Jim Sibthorp, & Douglas J. Hacker. (2014). The illusion of competence: Increasing self-efficacy in outdoor leaders. Journal of Outdoor Recreation Education and Leadership. 6(2). 97–113. 5 indexed citations
6.
Schumann, Scott & Jim Sibthorp. (2014). The Development and Scaling of the Teaching Outdoor Education Self-Efficacy Scale. 12(1). 80–98. 2 indexed citations
7.
Schumann, Scott. (2013). The accuracy of self-efficacy beliefs in outdoor education. J. Willard Marriott Library. 2 indexed citations
8.
Schumann, Scott & Jim Sibthorp. (2013). The development and scaling of the Teaching Outdoor Education Self-Efficacy Scale. Journal of Outdoor Recreation Education and Leadership. 5(2). 161–164. 3 indexed citations
9.
10.
Schumann, Scott, et al.. (2012). The nature of feedback in adventure-based education.. Journal of Outdoor Recreation Education and Leadership. 4(2). 120–123. 3 indexed citations
11.
Schumann, Scott, et al.. (2012). An Examination of Wilderness First Aid Knowledge, Self-Efficacy, and Skill Retention. Wilderness and Environmental Medicine. 23(3). 281–287. 19 indexed citations
12.
Sibthorp, Jim, et al.. (2011). SEER 2010 ABSTRACT: Experiential Education and Lifelong Learning: Examining Optimal Engagement in College Students. Journal of Experiential Education. 33(4). 388–392. 7 indexed citations
13.
Sibthorp, Jim, et al.. (2011). Mechanisms of Learning Transfer in Adventure Education: Qualitative Results From the NOLS Transfer Survey. Journal of Experiential Education. 34(2). 109–126. 19 indexed citations
14.
Sibthorp, Jim, et al.. (2011). Mechanisms of Learning Transfer in Adventure Education: Qualitative Results from the NOLS Transfer Survey. Journal of Experiential Education. 34(2). 109–126. 43 indexed citations
15.
Sibthorp, Jim, et al.. (2011). Experiential Education and Lifelong Learning: Examining Optimal Engagement in College Students. Journal of Experiential Education. 33(4). 388–392. 21 indexed citations
16.
Schumann, Scott, et al.. (2010). The Effect of Decision-Making Factors, Risk-Taking Propensity, and Environmental Conditions on Decision Making in Hazardous Outdoor Terrain. Journal of Experiential Education. 32(3). 280–284. 3 indexed citations
17.
Schumann, Scott, et al.. (2010). The Roles of Heuristics, Avalanche Forecast, and Risk Propensity in the Decision Making of Backcountry Skiers. Leisure Sciences. 32(5). 453–469. 52 indexed citations
18.
Schumann, Scott, Karen Paisley, Jim Sibthorp, & John Gookin. (2009). Instructor Influences on Student Learning at NOLS. Journal of Outdoor Recreation Education and Leadership. 1(1). 29 indexed citations
19.
Waggoner, William F, et al.. (1989). Microabrasion of human enamel in vitro using hydrochloric acid and pumice.. PubMed. 11(4). 319–23. 32 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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