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D-Index & Metrics

Psychology

D-Index
53
Citations
16339
World Ranking
4723
National Ranking
2623

Eva M. Pomerantz 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 Eva M. Pomerantz 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: 110 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.

Eva M. Pomerantz 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 Eva M. Pomerantz 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: 53 D-Index — 59th percentile

59% of scientists in this discipline score the same or lower.

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

Overview

Eva M. Pomerantz is affiliated with the University of Illinois at Urbana-Champaign in the United States. Their research primarily focuses on social sciences and psychology, with notable contributions to education and clinical psychology.

Their work often addresses themes related to parental involvement in education, early childhood education and development, and child and adolescent psychosocial and emotional development. Additional topics include family and disability support research, diverse education studies and reforms, family support in illness, and cognitive and developmental aspects of mathematical skills.

Pomerantz has published extensively in several academic venues. Frequent publication venues include:

  • Developmental Psychology
  • Child Development
  • Journal of Youth and Adolescence
  • Theory Into Practice
  • Contemporary Educational Psychology

Several recent papers illustrate the scope and focus of their research:

  • Parents' daily involvement in children's math homework and activities during early elementary school, 2022, Child Development
  • Why is Self-Esteem Higher Among American than Chinese Early Adolescents? The Role of Psychologically Controlling Parenting, 2021, Journal of Youth and Adolescence
  • Should parents be involved in their children's schooling?, 2022, Theory Into Practice
  • Parents' math anxiety and their controlling and autonomy-supportive involvement in children's math learning: Implications for children's math achievement, 2022, Developmental Psychology
  • Parents' responses to children's math performance in early elementary school: Links with parents' math beliefs and children's math adjustment, 2022, Child Development

Frequent collaborators in their research include:

  • Dajung Diana Oh
  • Michael M. Barger
  • Wu Jiawen
  • Florrie Fei-Yin Ng
  • Yu Xiong

Best Publications

  • The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better

    Eva M. Pomerantz;Elizabeth A. Moorman;Scott D. Litwack

  • The role of parents' control in early adolescents' psychological functioning: a longitudinal investigation in the United States and China.

    Qian Wang;Eva M. Pomerantz;Huichang Chen

  • Making the Grade but Feeling Distressed: Gender Differences in Academic Performance and Internal Distress

    Eva Marie Pomerantz;Ellen Rydell Altermatt;Jill L. Saxon

  • Issues and Challenges in Studying Parental Control: Toward a New Conceptualization

    Wendy S. Grolnick;Eva M. Pomerantz

  • Attitude strength and resistance processes.

    Eva M. Pomerantz;Shelly Chaiken;Rosalind S. Tordesillas

  • Parental involvement and children's motivation and achievement: A domain-specific perspective

    Meredith L. Rowe;Geetha B. Ramani;Eva M. Pomerantz

  • Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment

    Cecilia Sin Sze Cheung;Eva M. Pomerantz

  • Maternal intrusive support in the academic context: transactional socialization processes.

    Eva M. Pomerantz;Missa Murry Eaton

  • Sex differences in math performance: The role of children's approach to schoolwork.

    Gwen A. Kenney-Benson;Eva M. Pomerantz;Allison M. Ryan;Helen Patrick

  • Why Does Parents' Involvement Enhance Children's Achievement? The Role of Parent-Oriented Motivation.

    Cecilia Sin Sze Cheung;Eva M. Pomerantz

  • The relation between parents' involvement in children's schooling and children's adjustment: A meta-analysis.

    Michael M. Barger;Elizabeth Moorman Kim;Nathan R. Kuncel;Eva M. Pomerantz

  • The Role of Parents in How Children Approach Achievement: A Dynamic Process Perspective.

    Eva M. Pomerantz;Wendy S. Grolnick;Carrie E. Price

  • The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends.

    Ellen Rydell Altermatt;Eva M. Pomerantz

  • Why are Chinese mothers more controlling than American mothers? "My child is my report card".

    Florrie Fei Yin Ng;Eva M. Pomerantz;Ciping Deng

  • Resolving Conflicts Among Self-Evaluative Motives : Positive Experiences as a Resource for Overcoming Defensiveness

    Yaacov Trope;Eva M. Pomerantz

  • Structural consistency and attitude strength.

    Shelly Chaiken;Eva M. Pomerantz;Roger Giner-Sorolla

  • The Role of Parental Control in Children's Development in Western and East Asian Countries

    Eva M. Pomerantz;Qian Wang

  • The role of maternal control in the development of sex differences in child self-evaluative factors

    Eva Marie Pomerantz;Diane N. Ruble

  • European American and Chinese Parents' Responses to Children's Success and Failure: Implications for Children's Responses

    Florrie Fei-Yin Ng;Eva M. Pomerantz;Shui fong Lam

  • Children's Achievement Moderates the Effects of Mothers' Use of Control and Autonomy Support

    Florrie Fei Yin Ng;Gwen A. Kenney-Benson;Eva M. Pomerantz

  • Mothers' affect in the homework context: the importance of staying positive.

    Eva M. Pomerantz;Qian Wang;Florrie Fei Yin Ng

Frequent Co-Authors

Diane N. Ruble
Diane N. Ruble New York University
Wendy S. Grolnick
Wendy S. Grolnick Clark University
Dov Cohen
Dov Cohen University of Illinois at Urbana-Champaign
Allison M. Ryan
Allison M. Ryan University of Michigan–Ann Arbor
Richard W. Robins
Richard W. Robins University of California, Davis
Glenn I. Roisman
Glenn I. Roisman University of Minnesota
Geetha B. Ramani
Geetha B. Ramani University of Maryland, College Park
Shelly Chaiken
Shelly Chaiken New York University
Andrei Cimpian
Andrei Cimpian New York University
Meredith L. Rowe
Meredith L. Rowe Harvard University

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