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Bridget K. Hamre

D-Index & Metrics

Psychology

D-Index
58
Citations
33280
World Ranking
3766
National Ranking
2107

Bridget K. Hamre 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 Bridget K. Hamre 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: 109 publications — 26th percentile

26% of scientists in this discipline score the same or lower.

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

Bridget K. Hamre 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 Bridget K. Hamre 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: 58 D-Index — 67th percentile

67% of scientists in this discipline score the same or lower.

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

Overview

Bridget K. Hamre is affiliated with the University of Virginia in the United States. Their scholarly work is concentrated mainly in the fields of social sciences and psychology, with particular emphasis on education and developmental and educational psychology subfields.

Their research interests cover a range of topics, including:

  • Early childhood education and development
  • Educational and psychological assessments
  • Parental involvement in education
  • Teacher education and leadership studies
  • Education systems and policy
  • Reading and literacy development
  • Child development and digital technology

Bridget K. Hamre's publication record includes contributions to several academic journals, with frequent appearances in:

  • Early Childhood Research Quarterly (2 publications)
  • Early Education and Development (2 publications)
  • Journal of Educational Psychology (1 publication)
  • Teacher Development (1 publication)

Recent papers authored or co-authored by them encompass the following:

  • Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children's Classroom Engagement, 2024, Early Education and Development
  • Does instructional quality mediate the link between teachers' emotional exhaustion and student outcomes? A large-scale study using teacher and student reports, 2021, Journal of Educational Psychology
  • Measuring and improving quality in early care and education, 2020, Early Childhood Research Quarterly
  • Teacher Education and the Quality of Teacher-Child Interactions: New Evidence from the Universe of Publicly-Funded Early Childhood Programs in Louisiana, 2021, Early Education and Development
  • Early childhood teachers' noticing skills in the context of an intervention: supporting teachers to effectively reflect on practice, 2022, Teacher Development

Collaborations with other researchers are a significant component of their work. Frequent co-authors include:

  • Jennifer LoCasale-Crouch
  • Robert C. Pianta
  • Francisca Romo
  • Uta Klusmann
  • Karen Aldrup

Best Publications

  • Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade

    Bridget K. Hamre;Robert C. Pianta

  • Classroom Assessment Scoring System™ Manual, K-3

    Robert C. Pianta;Karen M. La Paro;Bridget K. Hamre

  • Can Instructional and Emotional Support in the First‐Grade Classroom Make a Difference for Children at Risk of School Failure?

    Bridget K. Hamre;Robert C. Pianta

  • 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

  • Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

    Robert C. Pianta;Bridget K. Hamre

  • Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions

    Robert C. Pianta;Bridget K. Hamre;Joseph P. Allen

  • 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

  • Classroom assessment scoring system

    Robert C. Pianta;Karen M. La Paro;Bridget K. Hamre

  • Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

    Joseph Allen;Anne Gregory;Amori Mikami;Janetta Lun

  • Relationships Between Teachers and Children

    Robert C. Pianta;Bridget Hamre;Megan Stuhlman

  • Evidence for General and Domain‐Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development

    Bridget K. Hamre;Bridget Hatfield;Robert C. Pianta;Faiza Jamil

  • Student-Teacher Relationships.

    Bridget K. Hamre;Robert C. Pianta

  • Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness

    Elisabeth M. Jerome;Bridget K. Hamre;Robert C. Pianta

  • A Course on Effective Teacher-Child Interactions Effects on Teacher Beliefs, Knowledge, and Observed Practice

    Bridget K. Hamre;Robert C. Pianta;Margaret Burchinal;Samuel Field

  • Learning opportunities in preschool and early elementary classrooms.

    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

  • 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

  • Teacher-Child Interactions in the Classroom: Toward a Theory of within- and Cross-Domain Links to Children's Developmental Outcomes.

    Jason Downer;Terri J. Sabol;Bridget Hamre

  • Effects of web-mediated professional development resources on

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

Frequent Co-Authors

Robert C. Pianta
Robert C. Pianta University of Virginia
Jason T. Downer
Jason T. Downer University of Virginia
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Carollee Howes
Carollee Howes University of California, Los Angeles
Andrew J. Mashburn
Andrew J. Mashburn Portland State University
Jamie DeCoster
Jamie DeCoster University of Virginia
Joseph P. Allen
Joseph P. Allen University of Virginia
Laura M. Justice
Laura M. Justice The Ohio State University
Timothy W. Curby
Timothy W. Curby George Mason University
Daniel F. McCaffrey
Daniel F. McCaffrey Educational Testing Service

External Links

Personal website of Bridget K. Hamre

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Related Online Degrees & Career Pathways

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For those interested in workplace behavior and organizational effectiveness, it helps to learn how to become an industrial organizational psychologist. This area typically requires a master’s or doctoral degree and focuses on employee well-being, productivity, and leadership strategies in business settings. The industrial organizational psychologist job outlook is promising, with demand increasing in corporate, nonprofit, and government sectors.

Another important consideration is deciding between mental health professions. Understanding psychiatrist vs psychologist roles can help clarify your career pathway, since each requires different degrees, training, and licensing. Ultimately, the field of psychology provides numerous online opportunities tailored to diverse interests and long-term goals.

Best Scientists Citing Bridget K. Hamre

Robert C. Pianta

Robert C. Pianta

University of Virginia

Publications: 97

Laura M. Justice

Laura M. Justice

The Ohio State University

Publications: 80

Marja-Kristiina Lerkkanen

Marja-Kristiina Lerkkanen

University of Jyväskylä

Publications: 56

Karine Verschueren

Karine Verschueren

KU Leuven

Publications: 55

Margaret Burchinal

Margaret Burchinal

University of North Carolina at Chapel Hill

Publications: 52

Shayne B. Piasta

Shayne B. Piasta

The Ohio State University

Publications: 48

Helma M.Y. Koomen

Helma M.Y. Koomen

University of Amsterdam

Publications: 45

Jari-Erik Nurmi

Jari-Erik Nurmi

University of Jyväskylä

Publications: 40

Sara E. Rimm-Kaufman

Sara E. Rimm-Kaufman

University of Virginia

Publications: 39

Timothy W. Curby

Timothy W. Curby

George Mason University

Publications: 37

Anna-Maija Poikkeus

Anna-Maija Poikkeus

University of Jyväskylä

Publications: 36

Jason T. Downer

Jason T. Downer

University of Virginia

Publications: 32

Jan N. Hughes

Jan N. Hughes

Texas A&M University

Publications: 30

Andrew J. Mashburn

Andrew J. Mashburn

Portland State University

Publications: 28

Carollee Howes

Carollee Howes

University of California, Los Angeles

Publications: 24

Arya Ansari

Arya Ansari

The Ohio State University

Publications: 24

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