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D-Index & Metrics

Social Sciences and Humanities

D-Index
40
Citations
9770
World Ranking
5239
National Ranking
2472

Overview

Jonathan Tudge is affiliated with the University of North Carolina at Greensboro in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a focus on Social Psychology, Education, Clinical Psychology, Sociology and Political Science, and Experimental and Cognitive Psychology.

The main topics addressed in their work include Early Childhood Education and Development, Child and Adolescent Psychosocial and Emotional Development, Psychological Well-being and Life Satisfaction, Cultural Differences and Values, Children's Rights and Participation, Community Health and Development, and Family and Disability Support Research.

Tudge has published frequently in several academic journals. The most common publication venues for their work are the Journal of Family Theory & Review, Human Development, Applied Developmental Science, Current Psychology, and Developmental Psychology.

Their recent papers demonstrate a consistent interest in ecological and developmental theories, including the following:

  • "Technologizing Bronfenbrenner: Neo-ecological Theory" (2022, Current Psychology)
  • "Processing Proximal Processes: What Bronfenbrenner Meant, What He Didn't Mean, and What He Should Have Meant" (2020, Journal of Family Theory & Review)
  • "Operationalizing Urie Bronfenbrenner's Process-Person-Context-Time Model" (2020, Human Development)
  • "Bored of the rings: Methodological and analytic approaches to operationalizing Bronfenbrenner's PPCT model in research practice" (2022, Journal of Family Theory & Review)
  • "Bronfenbrenner's Ecological Theory" (2020, The Encyclopedia of Child and Adolescent Development)

Their collaborations include multiple coauthors, with the most frequent being Hongjian Cao, Nan Zhou, Jessica L. Navarro, Elisa A. Merçon-Vargas, and Ayse Payir.

Best Publications

  • Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development

    Jonathan R. H. Tudge;Irina L. Mokrova;Bridget E. Hatfield;Rachana B. Karnik

  • Urie Bronfenbrenner's Theory of Human Development: Its Evolution From Ecology to Bioecology

    Edinete Maria Rosa;Jonathan Tudge

  • Vygotsky, Piaget, and Bandura: Perspectives on the Relations between the Social World and Cognitive Development.

    Jonathan R.H. Tudge;Paul A. Winterhoff

  • Processes and Consequences of Peer Collaboration: A Vygotskian Analysis

    Jonathan R. H. Tudge

  • Implications of Vygotsky's theory for peer learning.

    Diane M. Hogan;Jonathan R. H. Tudge

  • Vygotsky, the zone of proximal development, and peer collaboration: Implications for classroom practice

    Jonathan Tudge

  • The Everyday Lives of Young Children: Culture, Class, and Child Rearing in Diverse Societies

    Jonathan Tudge

  • O envolvimento paterno durante a gestação

    Cesar Augusto Piccinini;Milena da Rosa Silva;Tonantzin Ribeiro Gonçalves;Rita de Cassia Sobreira Lopes

  • Peer influences on cognitive development: Piagetian and Vygotskian perspectives.

    Jonathan Tudge;Barbara Rogoff

  • Still Misused After All These Years? A Reevaluation of the Uses of Bronfenbrenner's Bioecological Theory of Human Development

    Jonathan R. H. Tudge;Ayse Payir;Elisa Merçon-Vargas;Hongjian Cao

  • Early mathematical experiences: Observing young Black and White children’s everyday activities

    Jonathan R. H. Tudge;Fabienne Doucet

  • Technologizing Bronfenbrenner: Neo-ecological Theory

    Unknown

  • Parents' child-rearing values and beliefs in the United States and Russia: the impact of culture and social class

    Jonathan R.H. Tudge;Diane M. Hogan;Irina A. Snezhkova;Natalya N. Kulakova

  • When collaboration leads to regression-Some negative consequences of socio-cognitive conflict

    Jonathan R. Tudge

  • Relations between the Everyday Activities of Preschoolers and Their Teachers' Perceptions of Their Competence in the First Years of School.

    Jonathan R.H. Tudge;Dolphine A. Odero;Diane M. Hogan;Kathleen E. Etz

  • The cognitive consequences of collaborative problem solving with and without feedback

    Jonathan R. H. Tudge;Paul A. Winterhoff;Diane M. Hogan

  • Beyond politeness: the expression of gratitude in children and adolescents

    Lia Beatriz de Lucca Freitas;Maria Adélia Minghelli Pieta;Jonathan Richard Henry Tudge

  • A Window Into Different Cultural Worlds: Young Children's Everyday Activities in the United States, Brazil, and Kenya

    Jonathan Tudge;Fabienne Doucet;Dolphine Odero;Tania Mara Sperb

  • An Ecological Approach to Observations of Children's Everyday Lives

    Jonathan Tudge;Diane Hogan

  • Processing Proximal Processes: What Bronfenbrenner Meant, What He Didn't Mean, and What He Should Have Meant

    Elisa Avellar Merçon‐Vargas;Rebeca Fernandes Ferreira Lima;Edinete Maria Rosa;Jonathan Tudge

  • Envolvimento Paterno aos Três Meses de Vida do Bebê

    Cesar Augusto Piccinini;Milena da Rosa Silva;Tonantzin Ribeiro Gonçalves;Rita de Cássia Sobreira Lopes

  • Co-constructing the transition to school: Reframing the novice versus expert roles of children, parents, and teachers from a cultural perspective.

    Fabienne Doucet;Jonathan Tudge

Frequent Co-Authors

Cesar Augusto Piccinini
Cesar Augusto Piccinini Federal University of Rio Grande do Sul
Jaan Valsiner
Jaan Valsiner Aalborg University
Michael J. Shanahan
Michael J. Shanahan University of Zurich
Barbara Rogoff
Barbara Rogoff University of California, Santa Cruz
Marion O'Brien
Marion O'Brien University of North Carolina at Greensboro
Marilyn Fleer
Marilyn Fleer Monash University
Silvia Helena Koller
Silvia Helena Koller Federal University of Rio Grande do Sul
Julian G. Elliott
Julian G. Elliott Durham University
John P. Robinson
John P. Robinson University of Maryland, College Park

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