Jonathan Wai Data-verified
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Associate Professor
faculty
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Biography and Research Information
OverviewAI-generated summary
Jonathan Wai, an Associate Professor at the University of Arkansas at Fayetteville, has a research focus that spans cognitive abilities, education, and health sciences, with a particular interest in substance use and giftedness. His work investigates the complex relationships between intelligence, creativity, and life outcomes, examining how cognitive styles like spatial and object visualization correlate with individual success. Wai has explored the educational backgrounds of highly successful Americans, suggesting a narrow range of elite educational origins among influential figures.
In the realm of health sciences, Wai's research has addressed critical issues in substance abuse treatment. He has published studies on the association between methadone or buprenorphine use during medically supervised opioid withdrawal and the induction failure of extended-release injectable naltrexone. His MeSH terms indicate a focus on opioid-related disorders, buprenorphine, and narcotic antagonists, highlighting his contributions to understanding and potentially improving treatment strategies for opioid use disorder.
Wai's scholarly output is substantial, evidenced by an h-index of 25 and over 150 total publications, attracting more than 4,300 citations. He actively collaborates with researchers at the University of Arkansas at Fayetteville, including Fabio Andrés Parra-Martínez and Sarah C. McKenzie, and also with Maya Wai at the University of Arkansas for Medical Sciences, indicating a network engaged in interdisciplinary research. His recent publications demonstrate a continued engagement with topics related to cognitive science, education, and health.
Metrics
- h-index: 25
- Publications: 152
- Citations: 4,426
Selected Publications
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The Notorious SBG: Administrators’ Perceptions of Standards-Based Grading Practices (2025)
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The Importance of Identifying Spatial Skills in Talented Students (2024)
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Spatial Thinking Across the Curriculum: Fruitfully Combining Research and Practice (2024)
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Does Psychology’s Progressive Ideology Affect Its Undergraduates? A National Test (2023)
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Talent identification research: a bibliometric study from multidisciplinary and global perspectives (2023)
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Initial vs. Retest GRE Performance a Study of Half a Million Graduate Record Examination Test Takers (2023)
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Distributions of academic math-verbal tilt and overall academic skill of students specializing in different fields: A study of 1.6 million graduate record examination test takers (2022)
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Student Characteristics, Institutional Factors, and Outcomes in Higher Education and Beyond: An Analysis of Standardized Test Scores and Other Factors at the Institutional Level with School Rankings and Salary (2022)
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Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas (2022)
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Developing Student Aptitudes as an Important Goal of Education (2022)
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Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems (2021)
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