World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
44
Citations
16241
World Ranking
6800
National Ranking
57

Adriana G. Bus publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Adriana G. Bus sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 107 publications — 25th percentile

25% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Adriana G. Bus D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Adriana G. Bus sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 44 D-Index — 41st percentile

41% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Adriana G. Bus is affiliated with the University of Stavanger in Norway and specializes in research at the intersection of social sciences and psychology, with a focus on education and developmental topics. Their work spans several subfields including education, developmental and educational psychology, information systems, information systems and management, and gender studies.

Their research primarily explores themes related to child development and digital technology, reading and literacy development, education and technology integration, technology adoption and user behaviour, gender and technology in education, early childhood education and development, as well as mobile learning in education.

Adriana G. Bus has authored papers published in various academic journals. Recent publications include:

  • "A Comparison of Children's Reading on Paper Versus Screen: A Meta-Analysis" (2021), Review of Educational Research
  • "Beyond Screen Time: A Synergistic Approach to a More Comprehensive Assessment of Family Media Exposure During Early Childhood" (2020), Frontiers in Psychology
  • "Do Book Giveaway Programs Promote the Home Literacy Environment and Children's Literacy-Related Behavior and Skills?" (2020), Review of Educational Research
  • "Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia" (2020), AERA Open
  • "Bilingual children's visual attention while reading digital picture books and story retelling" (2021), Journal of Experimental Child Psychology

Their frequent coauthors include Natalia Kucirkova, Rachel Barr, Mikael Heimann, Kathleen A. Roskos, and Lisa van der Sande, each having collaborated on multiple publications.

Adriana G. Bus's work has been published frequently in venues such as AERA Open, Review of Educational Research, Frontiers in Psychology, Frontiers in Education, and Journal of Experimental Child Psychology.

Best Publications

  • Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy

    Adriana G. Bus;Marinus H. van IJzendoorn;Anthony D. Pellegrini

  • To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

    Suzanne E. Mol;Adriana G. Bus

  • Phonological awareness and early reading : A meta-analysis of experimental training studies

    A.G. Bus;M.H. van IJzendoorn

  • Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis

    Suzanne E. Mol;Adriana G. Bus;Maria T. de Jong;Daisy J. H. Smeets

  • Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

    Suzanne E. Mol;Adriana G. Bus;Maria T. de Jong

  • Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks A Meta-Analysis

    Zsofia K. Takacs;Elise K. Swart;Adriana G. Bus

  • Affordances and limitations of electronic storybooks for young children's emergent literacy

    Adriana G. Bus;Zsofia K. Takacs;Cornelia A.T. Kegel

  • Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format

    Maria T. de Jong;Adriana G. Bus

  • The Promise of Multimedia Stories for Kindergarten Children At Risk

    Marian J. A. J. Verhallen;Adriana G. Bus;Maria T. de Jong

  • MOTHER-CHILD INTERACTIONS, ATTACHMENT, AND EMERGENT LITERACY - A CROSS-SECTIONAL STUDY

    Adriana G. Bus;Marinus H. van IJzendoorn

  • Attachment, Intelligence, and Language: A Meta‐analysis

    Marinus H. van IJzendoorn;Jarissa Dijkstra;Adriana G. Bus

  • The efficacy of electronic books in fostering kindergarten children's emergent story understanding

    Maria T. De Jong;Adriana G. Bus

  • How Is Emergent Writing Based on Drawing? Analyses of Children's Products and Their Sorting by Children and Mothers.

    Iris Levin;Adriana G. Bus

  • How Well Suited are Electronic Books to Supporting Literacy

    Maria T. de Jong;Adriana G. Bus

  • Mothers reading to their 3-year-olds : the role of mother-child attachment security in becoming literate

    Adriana G. Bus;Marinus H. van IJzendoorn

  • Joint book reading across cultures: A comparison of Surinamese-Dutch, Turkish-Dutch, and Dutch parent-child dyads

    Adriana G. Bus;Paul P.M. Leseman;Petra Keultjes

  • Attachment and bookreading patterns: A study of mothers, fathers, and their toddlers

    Adriana G. Bus;Jay Belsky;Marinus H. van Ijzendoom;Keith Crnic

  • Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children

    Iris Levin;Anna Both–De Vries;Dorit Aram;Adriana Bus

  • Low-Income Immigrant Pupils Learning Vocabulary through Digital Picture Storybooks.

    Marian J. A. J. Verhallen;Adriana G. Bus

  • Beyond Screen Time: A Synergistic Approach to a More Comprehensive Assessment of Family Media Exposure During Early Childhood.

    Rachel Barr;Heather Kirkorian;Jenny Radesky;Sarah Coyne

  • Interactive Electronic Storybooks for Kindergartners to Promote Vocabulary Growth.

    Daisy J.H. Smeets;Adriana G. Bus

Frequent Co-Authors

Marinus H. van IJzendoorn
Marinus H. van IJzendoorn University College London
Paul P.M. Leseman
Paul P.M. Leseman Utrecht University
Gouke J. Bonsel
Gouke J. Bonsel Erasmus University Rotterdam
Iris Levin
Iris Levin Tel Aviv University
Stephan C. J. Huijbregts
Stephan C. J. Huijbregts Leiden University
Tim Urdan
Tim Urdan Santa Clara University
Steve Graham
Steve Graham Arizona State University
Karen R. Harris
Karen R. Harris Arizona State University
Jay Belsky
Jay Belsky University of California, Davis
Hanna Swaab
Hanna Swaab Leiden University

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