World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
48
Citations
18409
World Ranking
5791
National Ranking
3138

Allison M. Ryan 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 Allison M. Ryan 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: 94 publications — 16th percentile

16% of scientists in this discipline score the same or lower.

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

Allison M. Ryan 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 Allison M. Ryan 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: 48 D-Index — 49th percentile

49% of scientists in this discipline score the same or lower.

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

Overview

Allison M. Ryan is affiliated with the University of Michigan-Ann Arbor in the United States. Their research spans the fields of social sciences and psychology, with a focus on education and developmental psychology. They have contributed extensively to understanding various facets of childhood and adolescent experiences within educational and social contexts.

Their main fields of study include:

  • Social Sciences
  • Psychology

Their key subfields are:

  • Education
  • Sociology and Political Science
  • Social Psychology
  • Developmental and Educational Psychology
  • Safety Research

Research topics central to their work encompass:

  • Early Childhood Education and Development
  • Parental Involvement in Education
  • Bullying, Victimization, and Aggression
  • Child Development and Digital Technology
  • Teacher Education and Leadership Studies
  • Child and Adolescent Psychosocial and Emotional Development
  • Collaborative Teaching and Inclusion

Allison M. Ryan has published in several academic journals. Their frequent publication venues include:

  • Developmental Psychology
  • Journal of Applied Developmental Psychology
  • British Journal of Educational Psychology
  • Educational Psychology Review
  • Journal of Youth and Adolescence

Recent papers authored or co-authored by Ryan reflect a range of interests related to adolescent development, peer relations, and educational environments. Notable works include:

  • "Coping with Discrimination from Peers and Adults: Implications for Adolescents' School Belonging" (2020), published in Journal of Youth and Adolescence
  • "The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom" (2022), published in Educational Psychology Review
  • "The role of school friendship stability, instability, and network size in early adolescents' social adjustment." (2022), published in Developmental Psychology
  • "The need for relatedness in college engineering: A self-determination lens on academic help seeking." (2023), published in Journal of Educational Psychology
  • "The structure of educational inequity: Adolescents' access to parent education through friendship networks and its impact on academic outcomes" (2020), published in Social Development

Their frequent co-authors consist of researchers who have collaborated on multiple projects. Prominent among these are:

  • Jessica E. Kilday
  • Adriana J. Umaña-Taylor
  • Nicole R. Brass
  • Deborah Rivas-Drake
  • Sharlyn Ferguson

Best Publications

  • The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School

    Allison M. Ryan;Helen Patrick

  • Early Adolescents' Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement.

    Helen Patrick;Allison M. Ryan;Avi Kaplan

  • The peer group as a context for the development of young adolescent motivation and achievement.

    Allison M. Ryan

  • "Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class.

    Allison M. Ryan;Paul R. Pintrich

  • Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure.

    Allison M. Ryan;Margaret H. Gheen;Carol Midgley

  • Peer Groups as a Context for the Socialization of Adolescents' Motivation, Engagement, and Achievement in School

    Allison M. Ryan

  • Avoiding Seeking Help in the Classroom: Who and Why?

    Allison M. Ryan;Paul R. Pintrich;Carol Midgley

  • Teachers' Communication of Goal Orientations in Four Fifth-Grade Classrooms

    Helen Patrick;Lynley H. Anderman;Allison M. Ryan;Kimberley C. Edelin

  • Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate.

    Helen Patrick;Avi Kaplan;Allison M. Ryan

  • Social Goals, Academic Goals, and Avoiding Seeking Help in the Classroom

    Allison M. Ryan;Lynley Hicks;Carol Midgley

  • Sex differences in math performance: The role of children's approach to schoolwork.

    Gwen A. Kenney-Benson;Eva M. Pomerantz;Allison M. Ryan;Helen Patrick

  • Adolescents' Commitment to Developing Talent: The Role of Peers in Continuing Motivation for Sports and the Arts

    Helen Patrick;Allison M. Ryan;Corinne Alfeld-Liro;Jennifer A. Fredricks

  • Single-nucleotide polymorphism-based noninvasive prenatal screening in a high-risk and low-risk cohort.

    Eugene Pergament;Howard Cuckle;Bernhard Zimmermann;Milena Banjevic

  • A Qualitative Exploration of Adolescents’ Commitment to Athletics and the Arts:

    Jennifer A. Fredricks;Corinne J. Alfeld-Liro;Ludmila Z. Hruda;Jacquelynne S. Eccles

  • Preclinical validation of a microarray method for full molecular karyotyping of blastomeres in a 24-h protocol

    D.S. Johnson;G. Gemelos;J. Baner;A. Ryan

  • Differential Profiles of Students Identified by Their Teacher as Having Avoidant, Appropriate, or Dependent Help-Seeking Tendencies in the Classroom.

    Allison M Ryan;Helen Patrick;Sung-Ok Shim

  • Relations of perceived social efficacy and social goal pursuit to self-efficacy for academic work.

    Helen Patrick;Lynley Hicks;Allison M. Ryan

  • An exploration of young adolescents' social achievement goals and social adjustment in middle school

    Allison M. Ryan;S. Serena Shim

  • Social Achievement Goals: The Nature and Consequences of Different Orientations Toward Social Competence:

    Allison M. Ryan;Sungok Serena Shim

  • Clinical experience and follow-up with large scale single-nucleotide polymorphism–based noninvasive prenatal aneuploidy testing

    Pe'er Dar;Kirsten J. Curnow;Susan J. Gross;Megan P. Hall

  • The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning.

    Helen Patrick;Helen Patrick;Allison M. Ryan;Allison M. Ryan;Paul R. Pintrich

  • Changes in Self-Efficacy, Challenge Avoidance, and Intrinsic Value in Response to Grades: The Role of Achievement Goals

    Sungok Shim;Allison Ryan

Frequent Co-Authors

Paul R. Pintrich
Paul R. Pintrich University of Michigan–Ann Arbor
Carol Midgley
Carol Midgley University of Michigan–Ann Arbor
Eric M. Anderman
Eric M. Anderman The Ohio State University
Marc A. Zimmerman
Marc A. Zimmerman University of Michigan–Ann Arbor
Christian Steglich
Christian Steglich University of Groningen
Eva M. Pomerantz
Eva M. Pomerantz University of Illinois at Urbana-Champaign
Tim Urdan
Tim Urdan Santa Clara University
Jan Kornelis Dijkstra
Jan Kornelis Dijkstra University of Groningen
Avi Kaplan
Avi Kaplan Temple University
Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine

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