World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
40
Citations
9246
World Ranking
8115
National Ranking
4352

Aprile D. Benner 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 Aprile D. Benner 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: 104 publications — 23rd percentile

23% of scientists in this discipline score the same or lower.

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

Aprile D. Benner 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 Aprile D. Benner 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

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

Recently Published Articles