2026 Patricia A. Alexander: Psychology Researcher – H-Index, Publications & Awards

Discipline name	D-Index	World Ranking	Current World Ranking	National Ranking	Current National Ranking	Publications	Citations
Psychology	75	1760	1583	1039	913	301	29626

Research.com Recognitions

2008 - Fellow of the American Educational Research Association

Overview

Patricia A. Alexander is affiliated with the University of Maryland, College Park in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with notable contributions in Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology, Social Psychology, and Sociology and Political Science.

The main topics covered in Patricia A. Alexander's work include Educational Strategies and Epistemologies, Innovative Teaching and Learning Methods, Education and Critical Thinking Development, Creativity in Education and Neuroscience, Reading and Literacy Development, Educational and Psychological Assessments, and Education, Achievement, and Giftedness.

Frequent co-authors in their publications are Hongyang Zhao, Yuting Sun, Courtney Hattan, Anisha Singh, and Eric C. Schoute.

Patricia A. Alexander has published extensively in several academic venues. These include:

Educational Psychology Review (5 publications)
The Journal of Experimental Education (4 publications)
Review of Educational Research (3 publications)
Journal of Educational Psychology (2 publications)
Frontiers in Psychology (2 publications)

The following are selected recent papers authored or co-authored by Patricia A. Alexander:

"Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews," 2020, Review of Educational Research
"What Research Has Revealed About Readers' Struggles With Comprehension in the Digital Age: Moving Beyond the Phonics Versus Whole Language Debate," 2020, Reading Research Quarterly

Other recent publications in which Patricia A. Alexander was not the primary author but that appear in their research network include:

"Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation," 2023, Review of Educational Research
"Audiobooks, Print, and Comprehension: What We Know and What We Need to Know," 2022, Educational Psychology Review
"The role of metacognition in the first-year design lab," 2020, Educational Technology Research and Development

Patricia A. Alexander was recognized as a Fellow of the American Educational Research Association in 2008.

Best Publications

A Motivated Exploration of Motivation Terminology.

P. Karen Murphy;Patricia A. Alexander

1440
Citations
Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge

Patricia A. Alexander;Diane L. Schallert;Victoria C. Hare

1418
Citations
The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance:

Patricia A. Alexander;Judith E. Judy

1401
Citations
Focusing the Conceptual Lens on Metacognition, Self-Regulation, and Self-Regulated Learning.

Daniel L. Dinsmore;Patricia A. Alexander;Sandra M. Loughlin

1249
Citations
The Development of Expertise: The Journey From Acclimation to Proficiency

Patricia A. Alexander

1082
Citations
Metacognition: Answered and Unanswered Questions

Ruth Garner;Patricia A. Alexander

956
Citations
Interrelationship of Knowledge, Interest, and Recall: Assessing a Model of Domain Learning

Patricia A. Alexander;Tamara L. Jetton;Jonna M. Kulikowich

756
Citations
Beliefs About Academic Knowledge

Michelle M. Buehl;Patricia A. Alexander

676
Citations
A Perspective on Strategy Research: Progress and Prospects

Patricia A. Alexander;Steven Graham;Karen R. Harris

670
Citations
The Role of Subject-Matter Knowledge and Interest in the Processing of Linear and Nonlinear Texts

Patricia A. Alexander;Jonna M. Kulikowich;Jonna M. Kulikowich;Tamara L. Jetton;Tamara L. Jetton

638
Citations
Learning and study strategies : issues in assessment, instruction, and evaluation

Claire E. Weinstein;Ernest T. Goetz;Patricia A. Alexander

621
Citations
The research base for APA's learner-centered psychological principles.

Patricia A. Alexander;P. Karen Murphy

615
Citations
Learning from text: A multidimensional and developmental perspective

Patricia A. Alexander;Tamara L. Jetton

610
Citations
How Subject-Matter Knowledge Affects Recall and Interest

Patricia A. Alexander;Jonna M. Kulikowich;Sharon K. Schulze

524
Citations
Beliefs about schooled knowledge: Domain specific or domain general?

Michelle M. Buehl;Patricia A. Alexander;P.Karen Murphy

523
Citations
Domain knowledge: Evolving themes and emerging concerns.

Patricia A. Alexander

507
Citations
Handbook of educational psychology

Patricia A. Alexander;Philip H. Winne

500
Citations
Handbook of Research on Learning and Instruction

Richard E. Mayer;Patricia A. Alexander

498
Citations
What Is Learning Anyway? A Topographical Perspective Considered.

Patricia A. Alexander;Diane L. Schallert;Ralph E. Reynolds

496
Citations
Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews:

Patricia A. Alexander

418
Citations
A Historical Perspective on Reading Research and Practice

Patricia A. Alexander;Emily Fox

404
Citations

Frequent Co-Authors

Philip H. Winne Simon Fraser University

Richard E. Mayer University of California, Santa Barbara

Diane L. Schallert The University of Texas at Austin

James G. Greeno University of Pittsburgh

Gale M. Sinatra University of Southern California

Jeffrey A. Greene University of North Carolina at Chapel Hill

Lucia Mason University of Padua

Karen R. Harris Arizona State University

Thomas G. Reio Florida International University

Steve Graham Arizona State University

External Links

Wikipedia of Patricia A. Alexander Personal website of Patricia A. Alexander

If you think any of the details on this page are incorrect, let us know.

Related Online Degrees & Career Pathways

Pursuing psychology in the USA opens the door to a range of online degrees and career paths, especially in fields like social work and counseling. Online programs offer flexibility, allowing students to balance work, family, and study.

Many psychology graduates gravitate toward social work, which requires focused study and specific licensure depending on the state. For example, if you are interested in how to become a social worker in Tennessee, you will need to complete an accredited program and pass relevant exams. Each state brings unique guidelines; the requirements to be a social worker in Texas may vary from those in neighboring states.

It’s essential to research the requirements to be a social worker in Utah or the requirements to be a social worker in Vermont to best tailor your degree pathway. Understanding these requirements ensures you select the right program and set yourself up for success in licensure and rewarding careers.