Susan Colmar

2.4k total citations
42 papers, 1.7k citations indexed

About

Susan Colmar is a scholar working on Social Psychology, Developmental and Educational Psychology and Education. According to data from OpenAlex, Susan Colmar has authored 42 papers receiving a total of 1.7k indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Social Psychology, 15 papers in Developmental and Educational Psychology and 14 papers in Education. Recurrent topics in Susan Colmar's work include Reading and Literacy Development (7 papers), Educational and Psychological Assessments (6 papers) and Cognitive Abilities and Testing (5 papers). Susan Colmar is often cited by papers focused on Reading and Literacy Development (7 papers), Educational and Psychological Assessments (6 papers) and Cognitive Abilities and Testing (5 papers). Susan Colmar collaborates with scholars based in Australia, United Kingdom and United States. Susan Colmar's co-authors include Andrew J. Martin, Gregory Arief D. Liem, Harry Nejad, Herbert W. Marsh, Philip D. Parker, Dennis M. McInerney, Jasmine Green, Guy J. Curtis, Kit S. Double and Kevin Wheldall and has published in prestigious journals such as Scientific Reports, Journal of Educational Psychology and Teaching and Teacher Education.

In The Last Decade

Susan Colmar

39 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Susan Colmar Australia 18 736 638 445 425 375 42 1.7k
Idit Katz Israel 22 762 1.0× 907 1.4× 499 1.1× 367 0.9× 326 0.9× 38 1.8k
Aaron E. Black United States 7 979 1.3× 467 0.7× 243 0.5× 411 1.0× 362 1.0× 10 1.5k
Shun Lau Singapore 16 893 1.2× 1.0k 1.6× 194 0.4× 811 1.9× 413 1.1× 22 2.0k
Chantal Levesque‐Bristol United States 22 777 1.1× 733 1.1× 430 1.0× 231 0.5× 221 0.6× 50 1.8k
Åge Diseth Norway 25 883 1.2× 1.2k 2.0× 400 0.9× 702 1.7× 544 1.5× 47 2.5k
Maria R. Reyes United States 11 929 1.3× 1.3k 2.1× 689 1.5× 243 0.6× 333 0.9× 14 2.2k
Julien S. Bureau Canada 14 1.1k 1.4× 320 0.5× 450 1.0× 389 0.9× 310 0.8× 27 1.7k
Malte Schwinger Germany 18 760 1.0× 577 0.9× 455 1.0× 636 1.5× 448 1.2× 63 1.6k
Tim Mainhard Netherlands 27 831 1.1× 1.5k 2.3× 373 0.8× 392 0.9× 388 1.0× 90 2.4k
Eline Sierens Belgium 8 1.2k 1.7× 705 1.1× 453 1.0× 556 1.3× 515 1.4× 19 2.0k

Countries citing papers authored by Susan Colmar

Since Specialization
Citations

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

Fields of papers citing papers by Susan Colmar

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Susan Colmar

This figure shows the co-authorship network connecting the top 25 collaborators of Susan Colmar. A scholar is included among the top collaborators of Susan Colmar 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 Susan Colmar. Susan Colmar 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.
Colmar, Susan, et al.. (2020). Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention. Journal of Psychologists and Counsellors in Schools. 30(2). 159–171. 5 indexed citations
2.
3.
Franceschini, Sandro, Luca Ronconi, Sara Bertoni, et al.. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports. 7(1). 5863–5863. 123 indexed citations
4.
Martin, Andrew J., Harry Nejad, Susan Colmar, Gregory Arief D. Liem, & Rebecca J. Collie. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences. 38. 36–43. 37 indexed citations
5.
Campbell, Marilyn & Susan Colmar. (2014). Current Status and Future Trends of School Counseling in Australia. QUT ePrints (Queensland University of Technology). 4(2). 181–197. 23 indexed citations
6.
Martin, Andrew J., Harry Nejad, Susan Colmar, & Gregory Arief D. Liem. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes.. Journal of Educational Psychology. 105(3). 728–746. 257 indexed citations
7.
Gilroy, John, Michelle Donelly, Susan Colmar, & Trevor R. Parmenter. (2013). Conceptual framework for policy and research development with Indigenous people with disabilities. Australian aboriginal studies. 2(2). 42. 35 indexed citations
8.
Sheldon, Linda, et al.. (2013). Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory. Australian Journal of Guidance and Counselling. 24(1). 111–120. 12 indexed citations
9.
Martin, Andrew J., Harry Nejad, Susan Colmar, & Gregory Arief D. Liem. (2012). Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty. Australian Journal of Guidance and Counselling. 22(1). 58–81. 161 indexed citations
10.
Colmar, Susan, et al.. (2012). A Cyberbullying Intervention With Primary-Aged Students. Australian Journal of Guidance and Counselling. 22(2). 268–278. 12 indexed citations
11.
Curtis, Guy J., et al.. (2012). Cognitive‐experiential self theory and conflict‐handling styles. International Journal of Conflict Management. 23(4). 362–381. 19 indexed citations
12.
Colmar, Susan. (2011). A Book Reading Intervention with Mothers of Children with Language Difficulties. Australasian Journal of Early Childhood. 36(2). 104–112. 18 indexed citations
13.
Martin, Andrew J., et al.. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time?. British Journal of Educational Psychology. 80(3). 473–496. 159 indexed citations
14.
Curtis, Guy J., et al.. (2010). Executive coaching can enhance transformational leadership. International Coaching Psychology Review. 5(1). 81–85. 33 indexed citations
15.
Curtis, Guy J., et al.. (2010). Cognitive-Experiential Self Theory and Transformational Leadership: Information-processing, educational leadership, conflict-handling styles. Murdoch Research Repository (Murdoch University). 1 indexed citations
16.
Curtis, Guy J., et al.. (2008). Information processing and leadership styles: Constructive thinking and transformational leadership. Journal of Leadership Studies. 2(1). 60–73. 17 indexed citations
17.
Colmar, Susan & Kevin Wheldall. (1992). Three 'p's for the effective tutoring of low progress readers: pause, prompt and praise. 158–167.
18.
Wheldall, Kevin & Susan Colmar. (1990). Peer-tutoring of low-progress readers using 'Pause, Prompt and Praise'. 117–134. 7 indexed citations
19.
Wheldall, Kevin, et al.. (1986). Evaluating effectiveness: a case study evaluation of the Behavioural Approach to Teaching Package (BATPACK). Educational and Child Psychology. 3. 33–44. 2 indexed citations
20.
Colmar, Susan & Kevin Wheldall. (1985). Behavioural language teaching: using the natural language environment. Child Language Teaching and Therapy. 1(2). 199–216. 3 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Idit Katz Breakdown of academic impact, for papers by Aaron E. Black Breakdown of academic impact, for papers by Shun Lau Breakdown of academic impact, for papers by Chantal Levesque‐Bristol Breakdown of academic impact, for papers by Åge Diseth Breakdown of academic impact, for papers by Maria R. Reyes Breakdown of academic impact, for papers by Julien S. Bureau Breakdown of academic impact, for papers by Malte Schwinger Breakdown of academic impact, for papers by Tim Mainhard Breakdown of academic impact, for papers by Eline Sierens
Rankless by CCL
2026