World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
58
Citations
42904
World Ranking
3763
National Ranking
2105

Carol Midgley 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 Carol Midgley 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: 76 publications — 7th percentile

7% of scientists in this discipline score the same or lower.

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

Carol Midgley 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 Carol Midgley 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

Carol Midgley was affiliated with the University of Michigan-Ann Arbor in the United States during their career. Their academic contributions focused on areas that are not specified in the provided data, but they were associated with this major research institution.

There are no recorded recent papers, frequent co-authors, or specific publication venues listed for Carol Midgley. Similarly, no information about book publications or the exact main fields and subfields of study were provided.

Due to the absence of information on research topics, publications, awards, or collaborations, the detailed aspects of their scientific work or influence remain undocumented in this dataset.

Carol Midgley is noted as deceased. Hence, any references to their professional activity and outputs are made in past tense to reflect this status.

Best Publications

  • Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families.

    Jacquelynne S. Eccles;Carol Midgley;Allan Wigfield;Christy Miller Buchanan

  • Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families.

    Unknown

  • Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging.

    Robert W. Roeser;Carol Midgley;Timothy C. Urdan;Timothy C. Urdan

  • Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.

    Michael J. Middleton;Carol Midgley

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

    Carol Midgley;Avi Kaplan;Michael Middleton

  • Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school.

    Allan Wigfield;Jacquelynne S. Eccles;Douglas Mac Iver;David A. Reuman

  • Change in Teacher Efficacy and Student Self- and Task-Related Beliefs in Mathematics During the Transition to Junior High School

    Carol Midgley;Harriet Feldlaufer;Jacquelynne S. Eccles

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

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

  • Enhancing Student Motivation: A Schoolwide Approach

    Martin L. Maehr;Carol Midgley

  • Negative Effects of Traditional Middle Schools on Students' Motivation

    Jacquelynne S. Eccles;Allan Wigfield;Carol Midgley;David Reuman

  • Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools

    Eric M. Anderman;Carol Midgley

  • The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study.

    Julianne C. Turner;Carol Midgley;Debra K. Meyer;Margaret Gheen

  • Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school.

    Carol Midgley;Harriet Feldlaufer;Jacquelynne S. Eccles

  • The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition.

    Leslie Morrison Gutman;Carol Midgley

  • What are we doing to early adolescents? The impact of educational contexts on early adolescents.

    Jacquelynne S. Eccles;Sarah Lord;Carol Midgley

  • Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure.

    Allison M. Ryan;Margaret H. Gheen;Carol Midgley

  • Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach

    Carol Midgley;Eric Anderman;Lynley Hicks

  • Academic Self-Handicapping and Achievement Goals: A Further Examination.

    Carol Midgley;Tim Urdan

  • Avoiding Seeking Help in the Classroom: Who and Why?

    Allison M. Ryan;Paul R. Pintrich;Carol Midgley

  • Declining Motivation After the Transition to Middle School: Schools Can Make a Difference.

    Eric M. Anderman;Martin L. Maehr;Carol Midgley

  • Transforming School Cultures

    Martin L. Maehr;Carol Midgley

Frequent Co-Authors

Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine
Tim Urdan
Tim Urdan Santa Clara University
Eric M. Anderman
Eric M. Anderman The Ohio State University
Martin L. Maehr
Martin L. Maehr University of Michigan–Ann Arbor
Avi Kaplan
Avi Kaplan Temple University
Robert W. Roeser
Robert W. Roeser Pennsylvania State University
Julianne C. Turner
Julianne C. Turner University of Notre Dame
Allison M. Ryan
Allison M. Ryan University of Michigan–Ann Arbor
Constance A. Flanagan
Constance A. Flanagan University of Wisconsin–Madison
Allan Wigfield
Allan Wigfield University of Maryland, College Park

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Best Scientists Citing Carol Midgley