World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
40
Citations
13499
World Ranking
8046
National Ranking
4306

Andrew J. Mashburn 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. Mashburn 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: 92 publications — 15th percentile

15% of scientists in this discipline score the same or lower.

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

Andrew J. Mashburn 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. Mashburn 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: 40 D-Index — 30th percentile

30% 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. Mashburn is affiliated with Portland State University in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a particular focus in subfields such as Clinical Psychology, Social Psychology, Cognitive Neuroscience, Education, and Safety Research.

The scientist's work concentrates on several main topics, including:

  • Mindfulness and Compassion Interventions
  • Motivation and Self-Concept in Sports
  • COVID-19 and Mental Health
  • Child Therapy and Development
  • Neuroscience, Education and Cognitive Function
  • Early Childhood Education and Development
  • Youth Development and Social Support

Among the recent papers authored or co-authored by Andrew J. Mashburn are:

  • "Mindfulness training improves middle school teachers' occupational health, well-being, and interactions with students in their most stressful classrooms," 2021, Journal of Educational Psychology
  • "Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers," 2020, Pilot and Feasibility Studies
  • "Extensions beyond program impacts: Conceptual and methodological considerations in studying the implementation of a preschool social emotional learning program," 2022, Frontiers in Education

The frequent co-authors with whom Mashburn has collaborated include:

  • Robert W. Roeser
  • Jaiya R. Choles
  • Ellen A. Skinner
  • Cynthia Taylor
  • Nicolette P. Rickert

Mashburn's research has been disseminated across multiple publication venues, notably:

  • Journal of Educational Psychology
  • Pilot and Feasibility Studies
  • Frontiers in Education

Best Publications

  • Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    Andrew J. Mashburn;Robert C. Pianta;Bridget K. Hamre;Jason T. Downer

  • Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs

    Diane M. Early;Kelly L. Maxwell;Margaret Burchinal;Soumya Alva

  • Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs

    Margaret Burchinal;Nathan Vandergrift;Robert Pianta;Andrew Mashburn

  • Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

  • Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Jamie DeCoster

  • Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.

    Laura M. Justice;Andrew J. Mashburn;Bridget K. Hamre;Robert C. Pianta

  • Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Andrew J. Mashburn

  • Social Relationships and School Readiness

    Andrew J. Mashburn;Robert C. Pianta

  • Peer Effects on Children’s Language Achievement During Pre-Kindergarten

    Andrew J. Mashburn;Laura M. Justice;Jason T. Downer;Robert C. Pianta

  • Teacher and Classroom Characteristics Associated With Teachers' Ratings of Prekindergartners' Relationships and Behaviors.

    Andrew J. Mashburn;Bridget K. Hamre;Jason T. Downer;Robert C. Pianta

  • Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten

    Jennifer LoCasale-Crouch;Andrew J. Mashburn;Jason T. Downer;Robert C. Pianta

  • Peer Effects in Preschool Classrooms: Is Children’s Language Growth Associated With Their Classmates’ Skills?

    Laura M. Justice;Yaacov Petscher;Christopher Schatschneider;Andrew J. Mashburn

  • Experimental evaluation of a preschool language curriculum: influence on children's expressive language skills

    Laura M. Justice;Andrew Mashburn;Khara L. Pence;Alice Wiggins

  • Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

    Andrew J. Mashburn

  • Family-School Connectedness and Children's Early Social Development

    Zewelanji N. Serpell;Andrew J. Mashburn

  • Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten.

    Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre;Laura M. Justice

  • Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions

    Summer S. Braun;Robert W. Roeser;Andrew J. Mashburn;Ellen Skinner

  • Assessing School Readiness: Validity and Bias in Preschool and Kindergarten Teachers' Ratings.

    Andrew J. Mashburn;Gary T. Henry

  • Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender

    Laura M. Justice;Elizabeth A. Cottone;Andrew Mashburn;Sara E. Rimm-Kaufman

  • Fostering Supportive Teacher–Child Relationships: Intervention Implementation in a State-Funded Preschool Program

    Katherine C. Driscoll;Lijuan Wang;Andrew J. Mashburn;Robert C. Pianta

  • Effects of web-mediated professional development resources on

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

Frequent Co-Authors

Ellen A. Skinner
Ellen A. Skinner Portland State University
Robert C. Pianta
Robert C. Pianta University of Virginia
Jason T. Downer
Jason T. Downer University of Virginia
Laura M. Justice
Laura M. Justice The Ohio State University
Bridget K. Hamre
Bridget K. Hamre University of Virginia
Gary T. Henry
Gary T. Henry University of Delaware
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Robert W. Roeser
Robert W. Roeser Pennsylvania State University
Yaacov Petscher
Yaacov Petscher Florida State University
Donna M. Bryant
Donna M. Bryant University of North Carolina at Chapel Hill

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