World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
47
Citations
8856
World Ranking
6177
National Ranking
289

Esther Hartman 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 Esther Hartman 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: 126 publications — 36th percentile

36% of scientists in this discipline score the same or lower.

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

Esther Hartman 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 Esther Hartman 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: 47 D-Index — 47th percentile

47% of scientists in this discipline score the same or lower.

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

Overview

Esther Hartman is affiliated with the University Medical Center Groningen in the Netherlands. Their research focuses primarily on topics related to children's physical and motor development, obesity, physical activity and diet, attention deficit hyperactivity disorder, infant development and preterm care, cerebral palsy and movement disorders, cognitive abilities and testing, and functional brain connectivity studies.

Their work spans multiple fields of study, notably medicine and psychology. Within these broader areas, their contributions are concentrated in developmental and educational psychology, psychiatry and mental health, public health, environmental and occupational health, pediatrics, perinatology and child health, as well as cognitive neuroscience.

Recent publications by Esther Hartman illustrate a sustained interest in the intersection between physical activity and cognitive outcomes. These include:

  • Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis, 2020, Journal of Sports Sciences
  • The effects of physical activity on brain structure and neurophysiological functioning in children: A systematic review and meta-analysis, 2020, Developmental Cognitive Neuroscience
  • Cardiovascular fitness and executive functioning in primary school-aged children, 2020, Developmental Science
  • The Effects of Aerobic Versus Cognitively Demanding Exercise Interventions on Executive Functioning in School-Aged Children: A Cluster-Randomized Controlled Trial, 2020, Journal of Sport and Exercise Psychology
  • The Relationship between Social Environmental Factors and Motor Performance in 3- to 12-Year-Old Typically Developing Children: A Systematic Review, 2021, International Journal of Environmental Research and Public Health

Esther Hartman frequently collaborates with several researchers, including:

  • Jaap Oosterlaan
  • Anna Meijer
  • Marsh Königs
  • Joanne Smith
  • Roel Bosker

Their publications appear consistently in a range of academic venues, with multiple contributions to the International Journal of Environmental Research and Public Health, Psychology of Sport and Exercise, Journal of Sports Sciences, Developmental Cognitive Neuroscience, and Developmental Science.

Best Publications

  • Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis

    Johannes W. de Greeff;Roel J. Bosker;Jaap Oosterlaan;Chris Visscher

  • The relationship between motor skills and cognitive skills in 4-16 year old typically developing children: A systematic review.

    Irene M.J. van der Fels;Sanne C.M. te Wierike;Esther Hartman;Marije T. Elferink-Gemser;Marije T. Elferink-Gemser

  • Young adult patients with a history of pediatric disease: Impact on course of life and transition into adulthood

    Heleen Stam;Esther E. Hartman;Esther E. Hartman;Jacqueline A. Deurloo;Jaap Groothoff

  • The relationship between gross motor skills and academic achievement in children with learning disabilities.

    Marieke Westendorp;Esther Hartman;Suzanne Houwen;Joanne Smith

  • On the Relationship between Motor Performance and Executive Functioning in Children with Intellectual Disabilities.

    Esther Hartman;Suzanne Houwen;Erik Scherder;Chris Visscher

  • Motor performance of children with mild intellectual disability and borderline intellectual functioning

    P. J. Vuijk;Esther Hartman;E. Scherder;Chris Visscher

  • Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial

    Marijke J. Mullender-Wijnsma;Esther Hartman;Johannes W. de Greeff;Simone Doolaard

  • Kicks from the penalty mark in soccer: The roles of stress, skill, and fatigue for kick outcomes

    Geir Jordet;Esther Hartman;Chris Visscher;Koen A. P. M. Lemmink

  • Improving Academic Performance of School‐Age Children by Physical Activity in the Classroom: 1‐Year Program Evaluation

    Marijke J. Mullender-Wijnsma;Esther Hartman;Johannes W. de Greeff;Roel J. Bosker

  • Are gross motor skills and sports participation related in children with intellectual disabilities

    Marieke Westendorp;Suzanne Houwen;Esther Hartman;Chris Visscher

  • Physical activity and motor skills in children with and without visual impairments.

    Suzanne Houwen;Esther Hartman;Chris Visscher

  • Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis

    Barbara Franca Haverkamp;Rikstje Wiersma;Karen Vertessen;Hanneke van Ewijk

  • Mindful parenting assessed further: Psychometric properties of the Dutch version of the Interpersonal Mindfulness in Parenting Scale (IM-P)

    Esther I. de Bruin;Bonne J. H. Zijlstra;Naline Geurtzen;Rinka M. P. van Zundert

  • Avoidance motivation and choking under pressure in soccer penalty shootouts

    Geir Jordet;Esther Hartman

  • Associations between daily physical activity and executive functioning in primary school-aged children

    Anneke G. van der Niet;Joanne Smith;Erik J.A. Scherder;Erik J.A. Scherder;Jaap Oosterlaan

  • Long-term effects of physically active academic lessons on physical fitness and executive functions in primary school children

    J. W. de Greeff;E. Hartman;M. J. Mullender-Wijnsma;R. J. Bosker

  • Modeling relationships between physical fitness, executive functioning, and academic achievement in primary school children

    Anneke G. van der Niet;Esther Hartman;Joanne Smith;Chris Visscher

  • Quality of life of children with type 1 diabetes: a systematic review.

    Anke M Nieuwesteeg;Frans Pouwer;Rozemarijn van der Kamp;Hedwig J A van Bakel

  • Anthropometric characteristics, physical fitness and motor coordination of 9 to 11 year old children participating in a wide range of sports.

    Katrijn Opstoel;Johan Pion;Marije Elferink-Gemser;Esther Hartman

  • Quality of life and disease-specific functioning of patients with anorectal malformations or Hirschsprung's disease: a review

    E E Hartman;F J Oort;D C Aronson;M A Sprangers

Frequent Co-Authors

Chris Visscher
Chris Visscher University Medical Center Groningen
Roel Bosker
Roel Bosker University of Groningen
Jaap Oosterlaan
Jaap Oosterlaan University of Amsterdam
Frans Pouwer
Frans Pouwer University of Southern Denmark
Frans J. Oort
Frans J. Oort University of Amsterdam
Mirjam A. G. Sprangers
Mirjam A. G. Sprangers University of Amsterdam
Erik J. A. Scherder
Erik J. A. Scherder Vrije Universiteit Amsterdam
Ruud B.M. Huirne
Ruud B.M. Huirne Wageningen University & Research
Marije T. Elferink-Gemser
Marije T. Elferink-Gemser University Medical Center Groningen
Susan M. Bögels
Susan M. Bögels University of Amsterdam

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

Pursuing a psychology degree in the USA opens doors to various fulfilling online degrees and career pathways. Many students are interested in becoming licensed therapists, counselors, or mental health professionals. Requirements to practice as a therapist can vary by state and city, so it’s important to understand local regulations.

If you are curious about how to become a licensed therapist in Riverside or want to learn about the specific steps for how to become a licensed therapist in Sacramento, you’ll find that each city has its own educational and supervised practice requirements. Similarly, Saint Paul licensed therapist requirements and licensed therapist requirements in San Antonio detail the unique credentials needed to launch your career.

Exploring online psychology programs can be a flexible way to begin your journey. Graduates can transition into roles such as mental health counselors, school psychologists, or pursue advanced clinical degrees. Whichever pathway you choose, it’s vital to research state-specific licensure to ensure a smooth entry into your desired profession.

Best Scientists Citing Esther Hartman

Trending Scientists

Recently Published Articles