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Psychology

D-Index
61
Citations
12561
World Ranking
3416
National Ranking
1920

Overview

John G. Borkowski is affiliated with the University of Notre Dame in the United States. Their research activities are situated primarily within the social sciences and psychology, with a focus on several subfields including clinical psychology, sociology and political science, demography, social psychology, and education.

Their recent publications emphasize topics related to family dynamics, child development, and psychosocial aspects of parenting. Two notable papers include:

  • Maternal parentification history impacts evaluative cognitions about self, parenting, and child, 2021, published in Infant Mental Health Journal
  • Effects of a brief parenting intervention on Latinx mothers and their children, 2021, published in Family Process

Research topics covered by Borkowski span:

  • Family Support in Illness
  • Family Dynamics and Relationships
  • Attachment and Relationship Dynamics
  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Child Abuse and Trauma

Frequent co-authors collaborating with Borkowski include:

  • Amy K. Nuttall
  • Alexandra Ballinger
  • Alytia A. Levendosky
  • Abigail L. Mills
  • Luisa Lopez Mader

Borkowski has contributed to academic journals predominantly in the following venues:

  • Infant Mental Health Journal
  • Family Process

Their work integrates multiple dimensions of familial and developmental psychology, with an emphasis on understanding how family environments and parenting interventions influence child and adolescent mental health outcomes.

Best Publications

  • Word fluency and brain damage

    John G. Borkowski;Arthur L. Benton;Otfried Spreen

  • Cognitive strategies: Good strategy users coordinate metacognition and knowledge

    Michael Pressley;John G. Borkowski;Wolfgang Schneider

  • Motivational components of underachievement.

    Martha Carr;John G. Borkowski;Scott E. Maxwell

  • Effects of Attributional Retraining on Strategy-Based Reading Comprehension in Learning-Disabled Students.

    John G. Borkowski;Robert S. Weyhing;Martha Carr

  • Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem.

    John G. Borkowski;Martha Carr;Elizabeth Rellinger;Michael Pressley

  • Theories, models, and measurements of executive functioning: An information processing perspective.

    John G. Borkowski;Jennifer E. Burke

  • “Spontaneous” strategy use: Perspectives from metacognitive theory☆

    John G. Borkowski;Martha Carr;Michael Pressley

  • Children's metacognition: Exploring relations among knowledge, process, and motivational variables.

    Beth E. Kurtz;John G. Borkowski

  • Metacognitive Theory A Framework for Teaching Literacy, Writing, and Math Skills

    John G. Borkowski

  • Strategy Acquisition and Transfer Among American and German Children: Environmental Influences on Metacognitive Development

    Martha Carr;Beth E. Kurtz;Wolfgang Schneider;Lisa A. Turner

  • Parenting and the Child's World : Influences on Academic, Intellectual, and Social-emotional Development

    John G. Borkowski;Sharon Landesman Ramey;Marie Bristol-Power

  • Moving metacognition into the classroom: "Working models" and effective strategy teaching.

    John Borkowski;Nithi Muthukrishna

  • Fathers' influence in the lives of children with adolescent mothers.

    Kimberly S. Howard;Jennifer E. Burke Lefever;John G. Borkowski;Thomas L. Whitman

  • Causal attributions of hyperactive children: Implications for teaching strategies and self-control.

    Molly K. Reid;John G. Borkowski

  • A process-oriented model of metacognition: Links between motivation and executive functioning

    John G. Borkowski;Kim Sang Lorna 陳鉗笙 Chan;Nithi Muthukrishna

  • Cognitive readiness and adolescent parenting.

    Kristen Sommer;Thomas L. Whitman;John G. Borkowski;Cynthia Schellenbach

  • Impulsivity and strategy transfer: metamemory as mediator.

    John G. Borkowski;Virginia A. Peck;Molly K. Reid;Beth E. Kurtz

  • Memory strategy instruction is made of this: Metamemory and durable strategy use.

    Michael Pressley;John G. Borkowski;Julia T. O'Sullivan

  • "My baby & me": Effects of an early, comprehensive parenting intervention on at-risk mothers and their children

    Cathy L. Guttentag;Susan H. Landry;Jeffrey M. Williams;Kathleen M. Baggett

  • Development of strategic skills in impulsive and reflective children: a longitudinal study of metacognition.

    Beth E. Kurtz;John G. Borkowski

  • Metacognition, strategy use, and instruction

    Harriet Salatas Waters;Wolfgang Schneider;John G. Borkowski

  • Parenting and the Child's World: Influences on Academic, Intellectual, and Social-Emotional Development. Monographs in Parenting.

    John G. Borkowski;Sharon Landesman Ramey;Marie Bristol-Power

Frequent Co-Authors

Thomas L. Whitman
Thomas L. Whitman University of Notre Dame
Scott E. Maxwell
Scott E. Maxwell University of Notre Dame
Wolfgang Schneider
Wolfgang Schneider University of Würzburg
Judith J. Carta
Judith J. Carta University of Kansas
Michael Pressley
Michael Pressley Michigan State University
Steven F. Warren
Steven F. Warren University of Kansas
Leann E. Smith
Leann E. Smith University of Wisconsin–Madison
Ellen Bouchard Ryan
Ellen Bouchard Ryan McMaster University
Arthur L. Benton
Arthur L. Benton University of Iowa
Susan H. Landry
Susan H. Landry The University of Texas Health Science Center at Houston

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