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.
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
1998580 citationsCarol Midgley, Avi Kaplan et al.Contemporary Educational Psychologyprofile →
Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs
2006528 citationsTim Urdan, Erin N. SchoenfelderJournal of School Psychologyprofile →
The origins, evolution, and future directions of achievement goal theory
2020234 citationsTim Urdan, Avi KaplanContemporary Educational Psychologyprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Tim Urdan'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 Tim Urdan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tim Urdan more than expected).
This network shows the impact of papers produced by Tim Urdan. 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 Tim Urdan. The network helps show where Tim Urdan may publish in the future.
Co-authorship network of co-authors of Tim Urdan
This figure shows the co-authorship network connecting the top 25 collaborators of Tim Urdan.
A scholar is included among the top collaborators of Tim Urdan 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 Tim Urdan. Tim Urdan is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Urdan, Tim & Avi Kaplan. (2020). The origins, evolution, and future directions of achievement goal theory. Contemporary Educational Psychology. 61. 101862–101862.234 indexed citations breakdown →
Harris, Karen R., et al.. (2012). Theories, constructs, and critical issues. American Psychological Association eBooks.19 indexed citations
6.
Harris, Karen R., Steven Graham, & Tim Urdan. (2012). Individual differences and cultural and contextual factors. American Psychological Association eBooks.28 indexed citations
7.
Harris, Karen R., Steven W. Graham, & Tim Urdan. (2012). Application to learning and teaching. American Psychological Association eBooks.12 indexed citations
8.
Harris, Karen R., Steve Graham, & Tim Urdan. (2011). APA Educational Psychology Handbook. Scholar Commons (Santa Clara University).55 indexed citations
Urdan, Tim & Erin N. Schoenfelder. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology. 44(5). 331–349.528 indexed citations breakdown →
Anderman, Eric M., Tim Urdan, & Robert W. Roeser. (2003). The Patterns of Adaptive Learning Survey: History, Development, and Psychometric Properties.21 indexed citations
15.
Pajares, Frank & Tim Urdan. (2002). Academic motivation of adolescents.274 indexed citations
16.
Urdan, Tim & Frank Pajares. (2002). General Issues in the Education of Adolescents. Medical Entomology and Zoology.1 indexed citations
Paris, Scott G. & Tim Urdan. (2000). Policies and practices of high-stakes testing that influence teachers and schools. 6. 83–107.15 indexed citations
19.
Urdan, Tim & Heather A. Davis. (1998). Differences by Race and Grade Level in Motivation for Taking Standardized Achievement Tests..3 indexed citations
20.
Pajares, Frank & Tim Urdan. (1996). Exploratory Factor Analysis of the Mathematics Anxiety Scale.. Measurement and Evaluation in Counseling and Development. 29(1). 35–47.69 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.