Contemporary Educational Psychology
Impact in
- Education 285
Classified as
- Authors
- Thomas L. GoodJere Brophy
- Journal
- Medical Entomology and Zoology
In The Last Decade
doi.org/w66315255 →Countries where authors are citing Contemporary Educational Psychology
This map shows the geographic impact of Contemporary Educational Psychology. 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 Contemporary Educational Psychology with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Contemporary Educational Psychology more than expected).
Fields of papers citing Contemporary Educational Psychology
This network shows the impact of Contemporary Educational Psychology. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Contemporary Educational Psychology.
About Contemporary Educational Psychology
This paper, published in 1995, received 595 indexed citations . Written by Thomas L. Good and Jere Brophy covering the research area of Education. It is primarily cited by scholars working on Education (285 citations), Developmental and Educational Psychology (183 citations), Social Psychology (139 citations), Experimental and Cognitive Psychology (113 citations) and Information Systems (65 citations). Published in Medical Entomology and Zoology.
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.
This paper is also available at doi.org/w66315255.