World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
48
Citations
17361
World Ranking
5797
National Ranking
3141

Avi Kaplan 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 Avi Kaplan 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: 112 publications — 28th percentile

28% of scientists in this discipline score the same or lower.

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

Avi Kaplan 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 Avi Kaplan 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.

Research.com Recognitions

  • 2016 - Fellow of the American Psychological Association (APA)

Overview

Avi Kaplan is affiliated with Temple University in the United States. Their research spans several areas within psychology and social sciences, with a notable focus on education and developmental psychology. Kaplan's work engages deeply in topics related to motivation, self-concept, and innovative teaching methods.

Their publications demonstrate contributions to understanding educational strategies and assessments, as well as teacher education and leadership studies. Kaplan has been active in exploring both theoretical and applied dimensions of educational psychology and social psychology.

Recent papers authored by Kaplan include:

  • Steps for Applying the Complex Dynamical Systems Approach in Educational Research: A Guide for the Perplexed Scholar, 2020, The Journal of Experimental Education
  • The Role of Context in Educational RCT Findings: A Call to Redefine "Evidence-Based Practice", 2020, Educational Researcher

Other relevant works from the same period, though led by other authors but relevant to overlapping research interest, include:

  • The origins, evolution, and future directions of achievement goal theory, 2020, Contemporary Educational Psychology
  • A complex dynamic systems approach to the design and evaluation of teacher professional development, 2021, Professional Development in Education
  • Examining micro-change within and among science teachers' identities: A multiple case study, 2020, Science Education

Avi Kaplan frequently collaborates with researchers such as Joanna Garner, Jennifer G. Cromley, Tony Perez, Ting Dai, and Kyle Mara. These coauthor relationships indicate a network of collaborative research particularly in educational psychology and related topics.

Kaplan's publication record shows repeated contributions to venues including:

  • Leibniz-Zentrum für Informatik (Schloss Dagstuhl)
  • The Journal of Experimental Education
  • Technology Mind and Behavior
  • Educational Psychology Review
  • PsycEXTRA Dataset

Their key fields of study include psychology and social sciences, with subfields focusing on education, developmental and educational psychology, social psychology, artificial intelligence applications in education, and sociology and political science.

Main topics of Kaplan's research cover motivation and self-concept in sports, educational strategies and epistemologies, innovative teaching and learning methods, educational and psychological assessments, teacher education and leadership studies, education achievement and giftedness, and education and critical thinking development.

In 2016, Kaplan was recognized as a Fellow of the American Psychological Association (APA), reflecting professional acknowledgment within the discipline.

Best Publications

  • Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?.

    Carol Midgley;Avi Kaplan;Michael Middleton

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

    Helen Patrick;Allison M. Ryan;Avi Kaplan

  • The Contributions and Prospects of Goal Orientation Theory.

    Avi Kaplan;Martin L. Maehr

  • The Development and Validation of Scales Assessing Students' Achievement Goal Orientations

    Carol Midgley;Avi Kaplan;Michael Middleton;Martin L. Maehr

  • Achievement Goals and Student Well-Being.

    Avi Kaplan;Martin L. Maehr

  • The role of identity development, values, and costs in college STEM retention

    Tony Perez;Jennifer G. Cromley;Avi Kaplan

  • Classroom goal structure and student disruptive behaviour.

    Avi Kaplan;Margaret Gheen;Carol Midgley

  • Achievement Goals and Goal Structures

    Avi Kaplan;Michael J. Middleton;Tim Urdan;Carol Midgley

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

    Helen Patrick;Avi Kaplan;Allison M. Ryan

  • The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference?

    Avi Kaplan;Carol Midgley

  • Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self- worth strivings

    Avi Assor;Maarten Vansteenkiste;Avi Kaplan

  • The origins, evolution, and future directions of achievement goal theory

    Tim Urdan;Avi Kaplan

  • A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity.

    Avi Kaplan;Joanna K. Garner

  • Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What's the Purpose?

    Avi Kaplan

  • Exploratory Orientation as an Educational Goal

    Hanoch Flum;Avi Kaplan

  • Students' Needs, Teachers' Support, and Motivation for Doing Homework: A Cross-Sectional Study.

    Idit Katz;Avi Kaplan;Gila Gueta

  • The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies

    Avi Kaplan;Carol Midgley

  • The Change in Middle School Students’ Achievement Goals in Mathematics Over Time

    Michael J. Middleton;Avi Kaplan;Carol Midgley

  • The Role of Parents' Motivation in Students' Autonomous Motivation for Doing Homework.

    Idit Katz;Avi Kaplan;Tamara Buzukashvily

  • Motivation theory in educational practice: Knowledge claims, challenges, and future directions.

    Avi Kaplan;Idit Katz;Hanoch Flum

Frequent Co-Authors

Jennifer G. Cromley
Jennifer G. Cromley University of Illinois at Urbana-Champaign
Carol Midgley
Carol Midgley University of Michigan–Ann Arbor
Avi Assor
Avi Assor Ben-Gurion University of the Negev
Martin L. Maehr
Martin L. Maehr University of Michigan–Ann Arbor
Tim Urdan
Tim Urdan Santa Clara University
Robert W. Roeser
Robert W. Roeser Pennsylvania State University
Eric M. Anderman
Eric M. Anderman The Ohio State University
Maarten Vansteenkiste
Maarten Vansteenkiste Ghent University
Allison M. Ryan
Allison M. Ryan University of Michigan–Ann Arbor
Georgios D. Sideridis
Georgios D. Sideridis Boston Children's Hospital

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

Exploring psychology online opens the door to a wide range of rewarding careers such as counseling, therapy, social work, and mental health services. Prospective students can select from diverse online degree options tailored to their state or region, and compare programs for both academic quality and value.

For those considering a focus in counseling, understanding local degree landscape is vital. For instance, the best value counseling degrees in Philadelphia offer strong student outcomes and affordable tuition. If you're located in the Pacific Northwest, you might explore the most valuable counseling degree programs ranking in Seattle for regional options.

In Texas, students can review the most valuable counseling programs in Texas to find opportunities that balance flexibility, cost, and future earnings. Meanwhile, those in the Midwest can discover the most valuable counseling degree programs ranking in Wisconsin, ensuring they pursue a degree aligned with career goals and local demand.

Selecting the right online program not only supports professional development but also empowers students to contribute effectively to mental health fields across the country.

Best Scientists Citing Avi Kaplan

Trending Scientists

Recently Published Articles