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.

文献计量分析一直是研究领域内检查和评估文献的主要形式。通过关注引文数量和来源，研究人员已经能够识别出被认为在覆盖面和相关性方面具有高影响力的期刊文章，将它们称为某个领域的“引文经典”。随着时间的推移，进行这些分析的技术、方法和指标已经改进，尽管有几项研究旨在识别引用经典和支持它们在学校心理学文献中的引用模式，但没有一个以更新、全面的方式这样做. 为了解决这些限制，目前的研究旨在以三种主要方式复制和扩展这些作品：（a）在搜索中包括 11 种小学心理学期刊，（b）使用三个最大的参考数据库，(c) 折叠这些数据库中的结果，以准确识别被引用次数最多的文章。搜索结果表明，超过 12,000 篇文章被引用超过 500,000 次。确定了 100 篇被引用次数最多的文章，其中大多数被归类为解释性文章（n  = 63) 和定量 ( n  = 70)。欺凌、倦怠和师生关系的主题是突出的焦点。学校心理学的引文经典倾向于定量研究和考察构念之间的关系，其中一些引文经典揭示了一种新的引文经典类别：方法论和统计文章。