D-Index & Metrics Best Publications

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Psychology D-index 64 Citations 22,836 172 World Ranking 2107 National Ranking 127

Overview

What is he best known for?

The fields of study he is best known for:

  • Social psychology
  • Social science
  • Cognition

Raymond P. Perry focuses on Academic achievement, Social psychology, Developmental psychology, Boredom and Attribution. His Academic achievement research incorporates themes from Academic year, Need for achievement and Social cognition. His studies in Social psychology integrate themes in fields like Test anxiety, Cognition and Educational psychology.

The various areas that he examines in his Test anxiety study include Test validity, Anger and Psychometrics. He mostly deals with Self-control in his studies of Developmental psychology. Raymond P. Perry works mostly in the field of Boredom, limiting it down to topics relating to Goal orientation and, in certain cases, Goal theory and Mastery learning.

His most cited work include:

  • Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (1977 citations)
  • An attributional analysis of reactions to stigmas. (1313 citations)
  • Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (741 citations)

What are the main themes of his work throughout his whole career to date?

His primary areas of investigation include Social psychology, Academic achievement, Developmental psychology, Attribution and Mathematics education. His Perceived control study, which is part of a larger body of work in Social psychology, is frequently linked to Longitudinal study, bridging the gap between disciplines. His Academic achievement research is multidisciplinary, incorporating perspectives in Teaching method, Boredom, Need for achievement and Student engagement.

His Developmental psychology study integrates concerns from other disciplines, such as Optimism, Anger, Social cognition, Personality and Goal orientation. In his work, Self-concept is strongly intertwined with Applied psychology, which is a subfield of Attribution. His Mathematics education research integrates issues from College classroom and Pedagogy.

He most often published in these fields:

  • Social psychology (48.21%)
  • Academic achievement (33.93%)
  • Developmental psychology (29.76%)

What were the highlights of his more recent work (between 2010-2021)?

  • Social psychology (48.21%)
  • Developmental psychology (29.76%)
  • Attribution (26.19%)

In recent papers he was focusing on the following fields of study:

The scientist’s investigation covers issues in Social psychology, Developmental psychology, Attribution, Perceived control and Academic achievement. The Social psychology study combines topics in areas such as Psychosocial, Learning environment, Clinical psychology and Anxiety. His Developmental psychology research incorporates elements of Moderated mediation and Cognition.

His Attribution study combines topics in areas such as Intervention, Shame, Locus of control and Psychological intervention. He interconnects Test Anxiety Scale, Boredom and Educational psychology in the investigation of issues within Academic achievement. His Educational psychology study combines topics from a wide range of disciplines, such as Test validity, Test anxiety and Psychometrics.

Between 2010 and 2021, his most popular works were:

  • Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (741 citations)
  • Boredom and academic achievement: Testing a model of reciprocal causation (155 citations)
  • Attributing illness to ‘old age:’ Consequences of a self-directed stereotype for health and mortality (81 citations)

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

Reinhard Pekrun;Thomas Goetz;Wolfram Titz;Raymond P. Perry.
Educational Psychologist (2002)

4492 Citations

An attributional analysis of reactions to stigmas.

Bernard Weiner;Raymond P. Perry;Jamie Magnusson.
Journal of Personality and Social Psychology (1988)

2478 Citations

Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

Reinhard Pekrun;Thomas Goetz;Anne C. Frenzel;Petra Barchfeld.
Contemporary Educational Psychology (2011)

1888 Citations

Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

Reinhard Pekrun;Thomas Goetz;Lia M. Daniels;Robert H. Stupnisky.
Journal of Educational Psychology (2010)

1104 Citations

The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education

Reinhard Pekrun;Anne C. Frenzel;Thomas Goetz;Raymond P. Perry.
Emotion in Education (2007)

1089 Citations

AN EXAMINATION OF THE RELATIONSHIP AMONG ACADEMIC STRESS, COPING, MOTIVATION, AND PERFORMANCE IN COLLEGE

C. Ward Struthers;Raymond P. Perry;Verena H. Menec.
Research in Higher Education (2000)

810 Citations

Academic Control and Action Control in the Achievement of College Students: A Longitudinal Field Study.

Raymond P. Perry;Steven Hladkyj;Reinhard H. Pekrun;Sarah T. Pelletier.
Journal of Educational Psychology (2001)

585 Citations

Beyond test anxiety: Development and validation of the test emotions questionnaire (TEQ)

Reinhard Pekrun;Thomas Goetz;Raymond P. Perry;Klaudia Kramer.
Anxiety Stress and Coping (2004)

465 Citations

A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

Lia M. Daniels;Robert H. Stupnisky;Reinhard Pekrun;Tara L. Haynes.
Journal of Educational Psychology (2009)

415 Citations

Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes.

Lia M. Daniels;Tara L. Haynes;Robert H. Stupnisky;Raymond P. Perry.
Contemporary Educational Psychology (2008)

402 Citations

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