Thomas A. Kindermann

6.7k total citations · 2 hit papers
50 papers, 4.3k citations indexed

About

Thomas A. Kindermann is a scholar working on Education, Clinical Psychology and Social Psychology. According to data from OpenAlex, Thomas A. Kindermann has authored 50 papers receiving a total of 4.3k indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 13 papers in Clinical Psychology and 10 papers in Social Psychology. Recurrent topics in Thomas A. Kindermann's work include Parental Involvement in Education (14 papers), Early Childhood Education and Development (14 papers) and Child and Adolescent Psychosocial and Emotional Development (9 papers). Thomas A. Kindermann is often cited by papers focused on Parental Involvement in Education (14 papers), Early Childhood Education and Development (14 papers) and Child and Adolescent Psychosocial and Emotional Development (9 papers). Thomas A. Kindermann collaborates with scholars based in United States, Germany and Australia. Thomas A. Kindermann's co-authors include Ellen A. Skinner, Carrie Furrer, Gwen C. Marchand, Justin W. Vollet, Josef Schmitz, Holk Cruse, Jeffrey Dean, Michael Schumm, James P. Connell and James G. Wellborn and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Thomas A. Kindermann

48 papers receiving 4.0k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Engagement and disaffection in the classroom: Part of a larger motivational dynamic?

2008 1.4k citations Ellen A. Skinner, Carrie Furrer et al. Journal of Educational Psychology profile →
A Motivational Perspective on Engagement and Disaffection

2008 1.1k citations Ellen A. Skinner, Thomas A. Kindermann et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Thomas A. Kindermann United States	21	2.4k	1.6k	881	799	767	50	4.3k
Cary J. Roseth United States	28	1.5k 0.6×	848 0.5×	589 0.7×	296 0.4×	761 1.0×	64	3.0k
Harriet R. Tenenbaum United Kingdom	25	2.3k 1.0×	941 0.6×	703 0.8×	598 0.7×	956 1.2×	84	4.1k
Ruth Butler Israel	34	2.1k 0.9×	2.0k 1.3×	491 0.6×	1.7k 2.2×	825 1.1×	92	4.8k
Sally M. Reis United States	36	2.5k 1.1×	1.1k 0.7×	650 0.7×	2.3k 2.8×	998 1.3×	163	4.8k
David Rose United Kingdom	36	1.8k 0.8×	407 0.3×	233 0.3×	536 0.7×	1.1k 1.5×	140	5.7k
Susan D. Voyer Canada	11	808 0.3×	568 0.4×	395 0.4×	1.2k 1.4×	822 1.1×	14	3.8k
Joseph S. Renzulli United States	40	2.6k 1.1×	1.2k 0.7×	328 0.4×	3.1k 3.8×	938 1.2×	219	5.4k
Gerardo Ramirez United States	19	2.0k 0.8×	1.1k 0.7×	389 0.4×	1.9k 2.4×	691 0.9×	37	3.9k
Andreas Krapp Germany	17	1.9k 0.8×	1.3k 0.8×	107 0.1×	1.6k 2.0×	1.4k 1.9×	39	4.0k
Mary Ainley Australia	24	1.6k 0.7×	960 0.6×	168 0.2×	1.2k 1.5×	1.3k 1.7×	42	3.7k

Countries citing papers authored by Thomas A. Kindermann

Since Specialization

Citations

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

Fields of papers citing papers by Thomas A. Kindermann

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Thomas A. Kindermann

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Skinner, Ellen A., Nicolette P. Rickert, Justin W. Vollet, & Thomas A. Kindermann. (2022). The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement. Educational Psychologist. 57(2). 87–113. 70 indexed citations

Skinner, Ellen A., Thomas A. Kindermann, Justin W. Vollet, & Nicolette P. Rickert. (2022). Complex Social Ecologies and the Development of Academic Motivation. Educational Psychology Review. 34(4). 2129–2165. 38 indexed citations

DeLay, Dawn, et al.. (2021). A comparison of dyadic and social network assessments of peer influence. International Journal of Behavioral Development. 45(3). 275–288. 9 indexed citations

Skinner, Ellen A., et al.. (2020). “I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school. International Journal of Behavioral Development. 44(4). 290–300. 36 indexed citations

Skinner, Ellen A. & Thomas A. Kindermann. (2019). Introduction to the special section on the development of motivational resilience in school. International Journal of Behavioral Development. 44(4). 287–289. 2 indexed citations

Kindermann, Thomas A. & Ellen A. Skinner. (2019). Is psychology suffering from an epidemic of “contagion”? Moving from metaphors to theoretically derived concepts and methods in the study of social influences. Theory & Psychology. 29(6). 739–756. 6 indexed citations

Hodges, Eric A., Gail M. Houck, & Thomas A. Kindermann. (2009). Validity of the Nursing Child Assessment Feeding Scale During Toddlerhood. Western Journal of Nursing Research. 31(5). 662–678. 5 indexed citations

Zimmer‐Gembeck, Melanie J., Allison M. Waters, & Thomas A. Kindermann. (2009). A social relations analysis of liking for and by peers: Associations with gender, depression, peer perception, and worry. Journal of Adolescence. 33(1). 69–81. 39 indexed citations

Skinner, Ellen A., Carrie Furrer, Gwen C. Marchand, & Thomas A. Kindermann. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?. Journal of Educational Psychology. 100(4). 765–781. 1358 indexed citations breakdown →

10.

Hodges, Eric A., Gail M. Houck, & Thomas A. Kindermann. (2007). Reliability of the Nursing Child Assessment Feeding Scale During Toddlerhood. Issues in Comprehensive Pediatric Nursing. 30(3). 109–130. 10 indexed citations

11.

Kindermann, Thomas A.. (2007). Effects of Naturally Existing Peer Groups on Changes in Academic Engagement in a Cohort of Sixth Graders. Child Development. 78(4). 1186–1203. 244 indexed citations

12.

Kindermann, Thomas A., et al.. (2002). A biologically motivated controller for a six-legged walking system. 4. 2168–2173. 2 indexed citations

13.

Schmitz, Josef, Jeffrey Dean, Thomas A. Kindermann, Michael Schumm, & Holk Cruse. (2001). A Biologically Inspired Controller for Hexapod Walking: Simple Solutions by Exploiting Physical Properties. Biological Bulletin. 200(2). 195–200. 27 indexed citations

14.

Kindermann, Thomas A., et al.. (1999). Peer networks, behavior contingencies, and children's engagement in the classroom.. DigitalCommons - WayneState (Wayne State University). 45(1). 7. 77 indexed citations

15.

Dean, Jeffrey, Thomas A. Kindermann, Josef Schmitz, Michael Schumm, & Holk Cruse. (1999). Control of Walking in the Stick Insect: From Behavior and Physiology to Modeling. Autonomous Robots. 7(3). 271–288. 27 indexed citations

16.

Cruse, Holk, Thomas A. Kindermann, Michael Schumm, Jeffrey Dean, & Josef Schmitz. (1998). Walknet—a biologically inspired network to control six-legged walking. Neural Networks. 11(7-8). 1435–1447. 206 indexed citations

17.

Kindermann, Thomas A.. (1998). Children's development within peer groups: Using composite social maps to identify peer networks and to study their influences. New Directions for Child and Adolescent Development. 1998(81). 55–82. 19 indexed citations

18.

Kindermann, Thomas A.. (1993). Natural peer groups as contexts for individual development: The case of children's motivation in school.. Developmental Psychology. 29(6). 970–977. 16 indexed citations

19.

Kindermann, Thomas A.. (1993). Fostering Independence in Mother-Child Interactions: Longitudinal Changes in Contingency Patterns as Children Grow Competent in Developmental Tasks. International Journal of Behavioral Development. 16(4). 513–535. 15 indexed citations

20.

Baltes, Margret M., Thomas A. Kindermann, Rainer Reisenzein, & Ulrich Schmid. (1987). Further observational data on the behavioral and social world of institutions for the aged.. Psychology and Aging. 2(4). 390–403. 28 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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