World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
106
Citations
41484
World Ranking
468
National Ranking
23

Andrew J. Martin 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 Andrew J. Martin 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: 612 publications — 99th percentile

99% of scientists in this discipline score the same or lower.

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

Andrew J. Martin 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 Andrew J. Martin 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: 106 D-Index — 96th percentile

96% of scientists in this discipline score the same or lower.

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

Overview

Andrew J. Martin is affiliated with the University of New South Wales in Australia. Their research primarily spans the fields of Psychology and Social Sciences, with specific focus on Social Psychology, Education, Experimental and Cognitive Psychology, Developmental and Educational Psychology, and Safety Research.

Their main topics of work include:

  • Motivation and Self-Concept in Sports
  • Education, Achievement, and Giftedness
  • Early Childhood Education and Development
  • Grit, Self-Efficacy, and Motivation
  • Parental Involvement in Education
  • Youth Development and Social Support
  • Psychological Well-being and Life Satisfaction

Andrew J. Martin has contributed notably to multiple research papers, a selection of which includes:

  • "Challenge and threat appraisals in high school science: investigating the roles of psychological and physiological factors" (2021) published in Educational Psychology
  • "Adaptability and High School Students' Online Learning During COVID-19: A Job Demands-Resources Perspective" (2021) published in Frontiers in Psychology

Many of their frequent co-authors have collaborated on various studies, including:

  • Rebecca J. Collie
  • Emma Burns
  • Roger Kennett
  • Helena Granziera
  • Keiko C. P. Bostwick

The venues where Andrew J. Martin has published extensively include:

  • Frontiers in Psychology
  • Learning and Instruction
  • Journal of Educational Psychology
  • Learning and Individual Differences
  • Teaching and Teacher Education

Additional significant papers related to the research area, authored or co-authored by colleagues with overlapping topics, are:

  • "Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science" (2020) in Contemporary Educational Psychology
  • "Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students" (2021) in Frontiers in Psychology
  • "The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts" (2022) in Learning and Instruction

Best Publications

  • Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

    Andrew J. Martin;Martin Dowson

  • Academic resilience and its psychological and educational correlates: A construct validity approach

    Andrew J. Martin;Herbert W. Marsh

  • Academic self‐concept and academic achievement: Relations and causal ordering

    Herbert W. Marsh;Andrew J. Martin

  • Academic buoyancy: Towards an understanding of students' everyday academic resilience.

    Andrew J. Martin;Herbert Warren Marsh

  • Examining a Multidimensional Model of Student Motivation and Engagement Using a Construct Validation Approach.

    Andrew J. Martin

  • Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs

    Andrew J. Martin;Herbert Warren Marsh

  • Long and short measures of flow: the construct validity of the FSS-2, DFS-2, and new brief counterparts.

    Susan A. Jackson;Andrew J. Martin;Robert C. Eklund

  • Academic motivation, self-concept, engagement, and performance in high school : key processes from a longitudinal perspective

    Jasmine Green;Gregory Arief D. Liem;Andrew J. Martin;Susan Colmar

  • Enhancing student motivation and engagement: The effects of a multidimensional intervention ☆

    Andrew J. Martin

  • Motivation and Academic Resilience: Developing a Model for Student Enhancement:

    Andrew Martin

  • Association between human rhinovirus C and severity of acute asthma in children

    J. Bizzintino;W.-M. Lee;I. A. Laing;F. Vang

  • Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity:

    Andrew J. Martin

  • Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students.

    Andrew J. Martin

  • Impact of Coronavirus Disease 2019 Public Health Measures on Detections of Influenza and Respiratory Syncytial Virus in Children During the 2020 Australian Winter.

    Daniel K Yeoh;Daniel K Yeoh;Daniel K Yeoh;David A Foley;Cara A Minney-Smith;Andrew C Martin

  • Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes.

    Andrew J. Martin;Harry G. Nejad;Susan Colmar;Gregory Arief D. Liem

  • Fear of failure: Friend or foe?

    Andrew J. Martin;Herbert W. Marsh

  • Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout

    Philip D Parker;Philip D Parker;Andrew J Martin;Susan H Colmar;Gregory A Liem

  • Ontogeny of orientation flight in the honeybee revealed by harmonic radar

    Elizabeth A. Capaldi;Alan D. Smith;Juliet L. Osborne;Susan E. Fahrbach

  • Self-handicapping and defensive pessimism : exploring a model of predictors and outcomes from a self-protection perspective.

    Andrew J. Martin;Herbert W. Marsh;Raymond L. Debus

  • Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?

    Andrew J. Martin;Rebecca J. Collie

  • Application of Structural Equation Modeling in Educational Research and Practice

    Ernest Afari;Andrew Martin;Diana Mîndrilă;Diane M. Monrad

Frequent Co-Authors

Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Rebecca J. Collie
Rebecca J. Collie University of New South Wales
Ian D. Davis
Ian D. Davis Monash University
Paul Ginns
Paul Ginns University of Sydney
Andrew McMinn
Andrew McMinn University of Tasmania
David Goldstein
David Goldstein University of New South Wales
Rhonda Craven
Rhonda Craven Australian Catholic University
Gerald F. Watts
Gerald F. Watts University of Western Australia
Hans Peter Dietz
Hans Peter Dietz University of Sydney
Janet M. Thornton
Janet M. Thornton European Bioinformatics Institute

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