Shlomo Romi

1.6k total citations
52 papers, 1.1k citations indexed

About

Shlomo Romi is a scholar working on Education, Social Psychology and Clinical Psychology. According to data from OpenAlex, Shlomo Romi has authored 52 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 22 papers in Social Psychology and 15 papers in Clinical Psychology. Recurrent topics in Shlomo Romi's work include Teacher Education and Leadership Studies (12 papers), Bullying, Victimization, and Aggression (10 papers) and Early Childhood Education and Development (7 papers). Shlomo Romi is often cited by papers focused on Teacher Education and Leadership Studies (12 papers), Bullying, Victimization, and Aggression (10 papers) and Early Childhood Education and Development (7 papers). Shlomo Romi collaborates with scholars based in Israel, Australia and United States. Shlomo Romi's co-authors include Ramon Lewis, Yona Leyser, Yaacov J. Katz, Philip Riley, Meir Teichman, Erik H. Cohen, Sigal Eden, Isabel Menezes, L. Vriens and Sean Neill and has published in prestigious journals such as SHILAP Revista de lepidopterología, Personality and Individual Differences and Teaching and Teacher Education.

In The Last Decade

Shlomo Romi

49 papers receiving 945 citations

Peers

Shlomo Romi

EDUCA

SPS

Luisa Molinari Italy

Olli‐Pekka Malinen Finland

Roland Chaplain United Kingdom

Rosie Le Cornu Australia

Terry Bowles Australia

Leslie C. Soodak United States

David M. Podell United States

Beverly S. Faircloth United States

Laura Sokal Canada

Norris M. Haynes United States

Luisa Molinari Italy

Shlomo Romi

723 ×0.9

EDUCA

355 ×1.0

227 ×1.1

SPS

201 ×1.0

80 ×0.4

Citations per year, relative to Shlomo Romi Shlomo Romi (= 1×) peers Luisa Molinari

Countries citing papers authored by Shlomo Romi

Since Specialization

Citations

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

Fields of papers citing papers by Shlomo Romi

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Shlomo Romi

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

All Works

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20 of 20 papers shown

Romi, Shlomo, et al.. (2025). Academic-adjustment and gender: personal-resources and cognitive-resources, satisfaction and burnout among men and women. Frontiers in Education. 10.

Romi, Shlomo, et al.. (2021). Social Re-Evaluation Model: A Mechanism for Evaluating the Social Capital of at-Risk Adolescents in an ultra-Orthodox Collective Society. Child & Youth Services. 43(4). 366–390. 4 indexed citations

Romi, Shlomo, et al.. (2020). Work and family in normative and at-risk adolescents’ perception of their future. Children and Youth Services Review. 120. 105704–105704.

Romi, Shlomo, et al.. (2019). High School Student Councils: Types, Platforms, Arenas of Activity, and In-school Initiatives. Journal of educational thought.. 52(1). 31–56.

Romi, Shlomo, et al.. (2018). Youth exposure to security threats in Israel. Israel Affairs. 24(2). 332–358. 3 indexed citations

Romi, Shlomo, et al.. (2018). Parents’ involvement, identification and alertness and their children’s functioning in school. International Journal of Educational Management. 33(1). 194–214. 4 indexed citations

Romi, Shlomo, et al.. (2018). Focused training of child and youth-care workers for promoting social and educational inclusion of youth at risk. Child & Youth Services. 39(1). 43–53. 3 indexed citations

Romi, Shlomo, et al.. (2014). Exclusion as a Way of Promoting Student Responsibility: Does the Kind of Misbehavior Matter?. The Journal of Educational Research. 108(4). 306–317. 3 indexed citations

Romi, Shlomo, et al.. (2013). Classroom management and teachers’ coping strategies: Inside classrooms in Australia, China and Israel. Prospects. 43(2). 215–231. 11 indexed citations

10.

Leyser, Yona, et al.. (2011). Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education. International Journal of Disability Development and Education. 58(3). 241–255. 101 indexed citations

11.

Leyser, Yona & Shlomo Romi. (2009). Self Efficacy Beliefs of Pre-Service Teachers from Six Religious Affiliations: Educational Implications. Educational Practice and Theory. 31(1). 73–90. 1 indexed citations

12.

Romi, Shlomo, et al.. (2009). Ego identity and perceived family functioning: comparing at-risk native-born and immigrant Ethiopian adolescents in Israel.. PubMed. 44(176). 869–90. 2 indexed citations

13.

Romi, Shlomo, Ramon Lewis, & Yaacov J. Katz. (2008). Student responsibility and classroom discipline in Australia, China, and Israel. Compare A Journal of Comparative and International Education. 39(4). 439–453. 36 indexed citations

14.

Leyser, Yona & Shlomo Romi. (2007). Religion and attitudes of college preservice teachers toward students with disabilities: implications for higher education. Higher Education. 55(6). 703–717. 19 indexed citations

15.

Katz, Yaacov J., et al.. (2003). North and south contrasted: cultural similarities and differences in affective education. Open Repository of the University of Porto (University of Porto). 2 indexed citations

16.

Romi, Shlomo, et al.. (2002). E-learning: A Comparison between Expected and Observed Attitudes of Normative and Dropout Adolescents. Educational Media International. 39(1). 47–54. 8 indexed citations

17.

Romi, Shlomo. (1999). Normative Youth's Attitudes Toward Integrating Detached Youth Within Normative Youth Settings: Gender and Field of Studies Differences. Child & Youth Care Forum. 28(4). 261–273. 2 indexed citations

18.

Romi, Shlomo & Meir Teichman. (1998). Participant modelling training programme: tutoring the paraprofessional. British Journal of Guidance and Counselling. 26(2). 297–301. 1 indexed citations

19.

Romi, Shlomo. (1997). Psychological Aspects in Religious Residential Schools in Israel. Residential Treatment for Children & Youth. 15(1). 27–46. 2 indexed citations

20.

Romi, Shlomo & Meir Teichman. (1996). Participant and Symbolic Modeling and the Self-Efficacy of Israeli “Street-Corner” Youth Counselors. Journal of Offender Rehabilitation. 24(1-2). 155–169. 2 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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