Citation

McNicholas PJ, Floyd RG, Fennimore LE, Fitzpatrick SA. J. Sch. Psychol. 2022; 90: 94-113.

Copyright

(Copyright © 2022, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2021.11.001

PMID

34969490

Abstract

Bibliometric analyses have been the primary form of examining and evaluating literature within a field of study. By focusing on citation count and source, researchers have been able to identify journal articles considered to be high impact in reach and relevance, branding them "citation classics" in a field. As time progresses, technology, methods, and metrics for conducting these analyses have improved, and although there have been several studies designed to identify citation classics and patterns of citations supporting them in school psychology literature, none have done so in an updated, comprehensive manner. To address these limitations, the current study aims to replicate and extend these works in three major ways: (a) including 11 primary school psychology journals in the search, (b) using three of the largest reference databases, and (c) collapsing results across these databases to accurately identify the most highly cited articles. The search yielded evidence of more than 12,000 articles accruing more than 500,000 citations. The 100 most highly cited articles were identified, and the majority were classified as explicative (n = 63) and quantitative (n = 70). Themes of bullying, burnout, and teacher-child relationships were the prominent focus. School psychology's citation classics tended to feature quantitative research and examine the relations between constructs, and several revealed a new category of citations classics: the methodological and statistical article.

Language: en

Keywords

Bibliometrics; Citations; Google Scholar; School psychology; Scopus; Web of Science