Winnie Mucherah

563 total citations
23 papers, 381 citations indexed

About

Winnie Mucherah is a scholar working on Social Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Winnie Mucherah has authored 23 papers receiving a total of 381 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Social Psychology, 10 papers in Experimental and Cognitive Psychology and 10 papers in Education. Recurrent topics in Winnie Mucherah's work include Education, Achievement, and Giftedness (9 papers), Motivation and Self-Concept in Sports (6 papers) and Parental Involvement in Education (3 papers). Winnie Mucherah is often cited by papers focused on Education, Achievement, and Giftedness (9 papers), Motivation and Self-Concept in Sports (6 papers) and Parental Involvement in Education (3 papers). Winnie Mucherah collaborates with scholars based in United States and Kenya. Winnie Mucherah's co-authors include Kendra Thomas, Holmes Finch, Andrea Dawn Frazier, Eva Zygmunt, Kristin Cipollone, Jon Clausen, Patricia Clark, Jerrell C. Cassady, W. Holmes Finch and Nancy Hoffman and has published in prestigious journals such as Journal of Applied Social Psychology, Journal of Adolescence and Journal of Teacher Education.

In The Last Decade

Winnie Mucherah

23 papers receiving 349 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Winnie Mucherah United States 11 212 135 88 81 63 23 381
Keumjoo Kwak South Korea 11 95 0.4× 178 1.3× 137 1.6× 87 1.1× 35 0.6× 69 389
Stacie Craft DeFreitas United States 7 144 0.7× 126 0.9× 90 1.0× 24 0.3× 27 0.4× 8 312
Tiffany White United States 5 153 0.7× 135 1.0× 91 1.0× 23 0.3× 40 0.6× 7 364
Seffetullah Kuldas Malaysia 9 105 0.5× 88 0.7× 63 0.7× 31 0.4× 27 0.4× 24 255
Leo Keating Canada 9 199 0.9× 113 0.8× 132 1.5× 118 1.5× 72 1.1× 10 450
Glen E. Ray United States 11 123 0.6× 167 1.2× 64 0.7× 53 0.7× 27 0.4× 30 318
Margaret Zoller Booth United States 10 216 1.0× 92 0.7× 101 1.1× 23 0.3× 56 0.9× 25 412
Jaclyn E. Tennant United States 10 219 1.0× 241 1.8× 84 1.0× 71 0.9× 25 0.4× 15 457
Darko Lončarić Croatia 7 106 0.5× 126 0.9× 50 0.6× 49 0.6× 76 1.2× 34 294
Melita Puklek Levpušček Slovenia 12 211 1.0× 172 1.3× 72 0.8× 82 1.0× 137 2.2× 39 481

Countries citing papers authored by Winnie Mucherah

Since Specialization
Citations

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

Fields of papers citing papers by Winnie Mucherah

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Winnie Mucherah

This figure shows the co-authorship network connecting the top 25 collaborators of Winnie Mucherah. A scholar is included among the top collaborators of Winnie Mucherah 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 Winnie Mucherah. Winnie Mucherah 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.
Mucherah, Winnie, et al.. (2020). Teacher Knowledge of Attention-Deficit/Hyperactivity Disorder and Classroom Management. CSUSB ScholarWorks (California State University, San Bernardino). 9(1). 3 indexed citations
2.
Mucherah, Winnie, et al.. (2019). Examining Child Development from an African Cultural Context. Indiana Magazine of History (Indiana University). 1(1). 11–17. 1 indexed citations
3.
Zygmunt, Eva, et al.. (2018). Loving Out Loud: Community Mentors, Teacher Candidates, and Transformational Learning Through a Pedagogy of Care and Connection. Journal of Teacher Education. 69(2). 127–139. 46 indexed citations
4.
Mucherah, Winnie & Kendra Thomas. (2017). Reducing barriers to primary school education for girls in rural Kenya: reusable pads’ intervention. International Journal of Adolescent Medicine and Health. 31(3). 4 indexed citations
5.
Thomas, Kendra & Winnie Mucherah. (2017). Brazilian Adolescents’ Just World Beliefs and Its Relationships with School Fairness, Student Conduct, and Legal Authorities. Social Justice Research. 31(1). 41–60. 18 indexed citations
6.
7.
Mucherah, Winnie, et al.. (2016). Grappling with the issue of homosexuality: perceptions, attitudes, and beliefs among high school students in Kenya. Psychology Research and Behavior Management. Volume 9. 253–262. 13 indexed citations
8.
Thomas, Kendra & Winnie Mucherah. (2016). How fair is my world? Development of just world beliefs among Kenyan students. Journal of Adolescence. 49(1). 244–253. 22 indexed citations
9.
Mucherah, Winnie. (2014). Exploring the Relationship between Classroom Climate, Reading Motivation, and Achievement: A Look into 7th Grade Classrooms. International Journal of Learning Teaching and Educational Research. 8(1). 6 indexed citations
10.
Mucherah, Winnie, et al.. (2014). Relation of Reading Motivation to Reading Achievement in Seventh-Grade Students From Kenya and the United States. International Perspectives in Psychology. 3(3). 154–166. 6 indexed citations
11.
Thomas, Kendra & Winnie Mucherah. (2014). The Contextual Difference. Education and Urban Society. 48(4). 364–383. 7 indexed citations
12.
Mucherah, Winnie. (2013). How Teachers Perceive Their Classroom Environments and Student Goal Orientation: A Look into High School Biology Classrooms in Kenya. British Journal of Education Society & Behavioural Science. 3(1). 1–17. 6 indexed citations
13.
Mucherah, Winnie, et al.. (2013). Motivation for Reading and Upper Primary School Students’ Academic Achievement in Reading in Kenya. Reading Psychology. 34(6). 569–593. 14 indexed citations
14.
Mucherah, Winnie, et al.. (2012). Differential Bundle Functioning Analysis of the Self-Description Questionnaire Self-Concept Scale for Kenyan Female and Male Students Using the MIMIC Model. International Journal of Testing. 12(1). 78–99. 2 indexed citations
15.
Mucherah, Winnie & Holmes Finch. (2010). The Construct Validity of the Self Description Questionnaire on High School Students in Kenya. International Journal of Testing. 10(2). 166–184. 5 indexed citations
16.
Mucherah, Winnie, et al.. (2010). Perceptions of self-concept and actual academic performance in Math and English among High School Students in Kenya. 1(8). 263–275. 2 indexed citations
17.
Mucherah, Winnie. (2008). Classroom climate and students’ goal structures in high-school biology classrooms in Kenya. Learning Environments Research. 11(1). 63–81. 31 indexed citations
18.
Mucherah, Winnie, et al.. (2008). Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading. Reading Psychology. 29(3). 214–235. 86 indexed citations
19.
Mucherah, Winnie. (2008). Immigrants' Perceptions of their Native Language: Challenges to Actual Use and Maintenance. Journal of Language Identity & Education. 7(3-4). 188–205. 11 indexed citations
20.
Cassady, Jerrell C., Winnie Mucherah, & Nancy Hoffman. (2003). Meeting the need: Delivering quality child‐care education on the web. Journal of Early Childhood Teacher Education. 24(1). 27–35. 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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