World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
40
Citations
9246
World Ranking
8118
National Ranking
4351

Overview

Aprile D. Benner is affiliated with The University of Texas at Austin in the United States. Their research primarily spans the fields of social sciences and psychology, with a focus on education, sociology and political science, clinical psychology, social psychology, and safety research.

Their work centers on several main topics, including:

  • Early childhood education and development
  • Racial and ethnic identity research
  • Child and adolescent psychosocial and emotional development
  • Parental involvement in education
  • Youth development and social support
  • COVID-19 and mental health
  • Migration, health, and trauma

Benner's recent publications demonstrate this focus. Selected papers include:

  • "Child Development During the COVID-19 Pandemic Through a Life Course Theory Lens," published in 2020 in Child Development Perspectives
  • "Parent and teacher educational expectations and adolescents' academic performance: Mechanisms of influence," published in 2021 in Journal of Community Psychology

The researcher has collaborated frequently with several scholars, including Shanting Chen, Su Yeong Kim, Celeste C. Fernandez, Yang Hou, and Alaina E. Boyle.

Their work appears regularly in journals such as:

  • Journal of Research on Adolescence
  • Journal of Youth and Adolescence
  • Cultural Diversity & Ethnic Minority Psychology
  • Child Development
  • Child Development Perspectives

Benner's research contributions address developmental and educational challenges faced by children and adolescents, with particular regard to racial and ethnic diversity and the impact of social environments. A notable emphasis includes the effects of contextual factors like community and family socialization on youth development.

Best Publications

  • Racial/ethnic discrimination and well-being during adolescence: A meta-analytic review.

    Aprile D. Benner;Yijie Wang;Yishan Shen;Alaina E. Boyle

  • Congruence of Mother and Teacher Educational Expectations and Low-Income Youth's Academic Competence.

    Aprile D. Benner;Rashmita S. Mistry

  • The Transition to High School as a Developmental Process Among Multiethnic Urban Youth

    Aprile D. Benner;Sandra Graham

  • Parental Involvement and Adolescents' Educational Success: The Roles of Prior Achievement and Socioeconomic Status.

    Aprile D. Benner;Alaina E. Boyle;Sydney Sadler

  • The Transition to High School: Current Knowledge, Future Directions

    Aprile D. Benner

  • The antecedents and consequences of racial/ethnic discrimination during adolescence: does the source of discrimination matter?

    Aprile D. Benner;Sandra Graham

  • Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes

    Rashmita S. Mistry;Aprile D. Benner;Jeremy C. Biesanz;Shaunna L. Clark

  • Latino adolescents' experiences of discrimination across the first 2 years of high school: correlates and influences on educational outcomes.

    Aprile D. Benner;Sandra Graham

  • Socioeconomic status, parental investments, and the cognitive and behavioral outcomes of low-income children from immigrant and native households

    Rashmita S. Mistry;Jeremy C. Biesanz;Nina Chien;Carollee Howes

  • Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes.

    Aprile D. Benner;Sandra Graham;Rashmita S. Mistry

  • Expanding the Family Economic Stress Model: Insights From a Mixed‐Methods Approach

    Rashmita S. Mistry;Edward D. Lowe;Aprile D. Benner;Nina Chien

  • Experiences of discrimination among Chinese American adolescents and the consequences for socioemotional and academic development.

    Aprile D. Benner;Su Yeong Kim

  • Family economic stress and academic well-being among Chinese-American youth: The influence of adolescents’ perceptions of economic strain.

    Rashmita S. Mistry;Aprile D. Benner;Connie S. Tan;Su Yeong Kim

  • Latino Adolescents’ Loneliness, Academic Performance, and the Buffering Nature of Friendships

    Aprile D. Benner

  • The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning

    Aprile D. Benner;Robert Crosnoe

  • Understanding Students’ Transition to High School: Demographic Variation and the Role of Supportive Relationships

    Aprile D. Benner;Alaina E. Boyle;Farin Bakhtiari

  • Child Development During the COVID-19 Pandemic Through a Life Course Theory Lens

    Aprile D. Benner;Rashmita S. Mistry

  • Discordance in parents' and adolescents' reports of parenting: A meta-analysis and qualitative review.

    Yang Hou;Aprile D Benner;Su Yeong Kim;Shanting Chen

  • A longitudinal study of the simultaneous influence of mothers' and teachers' educational expectations on low-income youth's academic achievement

    Rashmita S. Mistry;Elizabeth S. White;Aprile D. Benner;Virginia W. Huynh

  • Navigating the transition to multi-ethnic urban high schools: Changing ethnic congruence and adolescents' school-related affect

    Aprile D. Benner;Sandra Graham

  • Understanding Chinese American Adolescents' Developmental Outcomes: Insights from the Family Stress Model.

    Aprile D. Benner;Su Yeong Kim

Frequent Co-Authors

Robert Crosnoe
Robert Crosnoe The University of Texas at Austin
Rashmita S. Mistry
Rashmita S. Mistry University of California, Los Angeles
Su Yeong Kim
Su Yeong Kim The University of Texas at Austin
Sandra Graham
Sandra Graham University of California, Los Angeles
Pamela E. Davis-Kean
Pamela E. Davis-Kean University of Michigan–Ann Arbor
Barbara Schneider
Barbara Schneider Michigan State University
K. Paige Harden
K. Paige Harden The University of Texas at Austin
Carollee Howes
Carollee Howes University of California, Los Angeles
Jeremy C. Biesanz
Jeremy C. Biesanz University of British Columbia
Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Studying psychology in the USA can open doors to a range of online degree options and diverse career pathways. Many students choose to specialize further and become substance abuse counselors—a rapidly growing field with a strong demand for qualified professionals.

Each state and even city can have its own requirements for becoming a substance abuse counselor. For example, if you are interested in learning how to become a substance abuse counselor in Durham, you will need to follow specific state and local certification guidelines. Similarly, finding out how to become a substance abuse counselor in El Paso is essential if you plan on working in Texas.

Key aspects of entering this career include meeting the Fort Wayne substance abuse counselor certification requirements or understanding the specific Fort Worth substance abuse counselors education requirements. Typically, an online psychology degree can help you fulfill the foundational coursework for these roles, providing both flexibility and essential knowledge.

Before choosing your pathway, be sure to research state-specific criteria and consider online degree programs that align with your career goals in psychology and counseling.

Best Scientists Citing Aprile D. Benner

Trending Scientists