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Psychology

D-Index
48
Citations
18409
World Ranking
5793
National Ranking
3137

Overview

Allison M. Ryan is affiliated with the University of Michigan-Ann Arbor in the United States. Their research spans the fields of social sciences and psychology, with a focus on education and developmental psychology. They have contributed extensively to understanding various facets of childhood and adolescent experiences within educational and social contexts.

Their main fields of study include:

  • Social Sciences
  • Psychology

Their key subfields are:

  • Education
  • Sociology and Political Science
  • Social Psychology
  • Developmental and Educational Psychology
  • Safety Research

Research topics central to their work encompass:

  • Early Childhood Education and Development
  • Parental Involvement in Education
  • Bullying, Victimization, and Aggression
  • Child Development and Digital Technology
  • Teacher Education and Leadership Studies
  • Child and Adolescent Psychosocial and Emotional Development
  • Collaborative Teaching and Inclusion

Allison M. Ryan has published in several academic journals. Their frequent publication venues include:

  • Developmental Psychology
  • Journal of Applied Developmental Psychology
  • British Journal of Educational Psychology
  • Educational Psychology Review
  • Journal of Youth and Adolescence

Recent papers authored or co-authored by Ryan reflect a range of interests related to adolescent development, peer relations, and educational environments. Notable works include:

  • "Coping with Discrimination from Peers and Adults: Implications for Adolescents' School Belonging" (2020), published in Journal of Youth and Adolescence
  • "The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom" (2022), published in Educational Psychology Review
  • "The role of school friendship stability, instability, and network size in early adolescents' social adjustment." (2022), published in Developmental Psychology
  • "The need for relatedness in college engineering: A self-determination lens on academic help seeking." (2023), published in Journal of Educational Psychology
  • "The structure of educational inequity: Adolescents' access to parent education through friendship networks and its impact on academic outcomes" (2020), published in Social Development

Their frequent co-authors consist of researchers who have collaborated on multiple projects. Prominent among these are:

  • Jessica E. Kilday
  • Adriana J. Umaña-Taylor
  • Nicole R. Brass
  • Deborah Rivas-Drake
  • Sharlyn Ferguson

Best Publications

  • The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School

    Allison M. Ryan;Helen Patrick

  • Early Adolescents' Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement.

    Helen Patrick;Allison M. Ryan;Avi Kaplan

  • The peer group as a context for the development of young adolescent motivation and achievement.

    Allison M. Ryan

  • "Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class.

    Allison M. Ryan;Paul R. Pintrich

  • Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure.

    Allison M. Ryan;Margaret H. Gheen;Carol Midgley

  • Peer Groups as a Context for the Socialization of Adolescents' Motivation, Engagement, and Achievement in School

    Allison M. Ryan

  • Avoiding Seeking Help in the Classroom: Who and Why?

    Allison M. Ryan;Paul R. Pintrich;Carol Midgley

  • Teachers' Communication of Goal Orientations in Four Fifth-Grade Classrooms

    Helen Patrick;Lynley H. Anderman;Allison M. Ryan;Kimberley C. Edelin

  • Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate.

    Helen Patrick;Avi Kaplan;Allison M. Ryan

  • Social Goals, Academic Goals, and Avoiding Seeking Help in the Classroom

    Allison M. Ryan;Lynley Hicks;Carol Midgley

  • Sex differences in math performance: The role of children's approach to schoolwork.

    Gwen A. Kenney-Benson;Eva M. Pomerantz;Allison M. Ryan;Helen Patrick

  • Adolescents' Commitment to Developing Talent: The Role of Peers in Continuing Motivation for Sports and the Arts

    Helen Patrick;Allison M. Ryan;Corinne Alfeld-Liro;Jennifer A. Fredricks

  • Single-nucleotide polymorphism-based noninvasive prenatal screening in a high-risk and low-risk cohort.

    Eugene Pergament;Howard Cuckle;Bernhard Zimmermann;Milena Banjevic

  • A Qualitative Exploration of Adolescents’ Commitment to Athletics and the Arts:

    Jennifer A. Fredricks;Corinne J. Alfeld-Liro;Ludmila Z. Hruda;Jacquelynne S. Eccles

  • Preclinical validation of a microarray method for full molecular karyotyping of blastomeres in a 24-h protocol

    D.S. Johnson;G. Gemelos;J. Baner;A. Ryan

  • Differential Profiles of Students Identified by Their Teacher as Having Avoidant, Appropriate, or Dependent Help-Seeking Tendencies in the Classroom.

    Allison M Ryan;Helen Patrick;Sung-Ok Shim

  • Relations of perceived social efficacy and social goal pursuit to self-efficacy for academic work.

    Helen Patrick;Lynley Hicks;Allison M. Ryan

  • An exploration of young adolescents' social achievement goals and social adjustment in middle school

    Allison M. Ryan;S. Serena Shim

  • Social Achievement Goals: The Nature and Consequences of Different Orientations Toward Social Competence:

    Allison M. Ryan;Sungok Serena Shim

  • Clinical experience and follow-up with large scale single-nucleotide polymorphism–based noninvasive prenatal aneuploidy testing

    Pe'er Dar;Kirsten J. Curnow;Susan J. Gross;Megan P. Hall

  • The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning.

    Helen Patrick;Helen Patrick;Allison M. Ryan;Allison M. Ryan;Paul R. Pintrich

  • Changes in Self-Efficacy, Challenge Avoidance, and Intrinsic Value in Response to Grades: The Role of Achievement Goals

    Sungok Shim;Allison Ryan

Frequent Co-Authors

Carol Midgley
Carol Midgley University of Michigan–Ann Arbor
Eric M. Anderman
Eric M. Anderman The Ohio State University
Marc A. Zimmerman
Marc A. Zimmerman University of Michigan–Ann Arbor
Eva M. Pomerantz
Eva M. Pomerantz University of Illinois at Urbana-Champaign
Deborah Rivas-Drake
Deborah Rivas-Drake University of Michigan–Ann Arbor
Adriana J. Umaña-Taylor
Adriana J. Umaña-Taylor Harvard University
Tim Urdan
Tim Urdan Santa Clara University
Jan Kornelis Dijkstra
Jan Kornelis Dijkstra University of Groningen
Avi Kaplan
Avi Kaplan Temple University
Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine

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