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D-Index & Metrics

Psychology

D-Index
40
Citations
5835
World Ranking
8303
National Ranking
4432

Francis L. Huang 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 Francis L. Huang 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: 95 publications — 17th percentile

17% of scientists in this discipline score the same or lower.

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

Francis L. Huang 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 Francis L. Huang 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: 40 D-Index — 30th percentile

30% of scientists in this discipline score the same or lower.

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

Overview

Francis L. Huang is affiliated with the University of Missouri in the United States. Their research primarily spans the fields of psychology and social sciences, with a significant focus on education, social psychology, and statistical methods in behavioral studies.

The scientist's work addresses various subfields including education, social psychology, statistics and probability, clinical psychology, and developmental and educational psychology. Their main research topics center on education discipline and inequality, bullying, victimization, and aggression, behavioral and psychological studies, child and adolescent psychosocial and emotional development, statistical methods and Bayesian inference, advanced causal inference techniques, and early childhood education and development.

Among recent publications by Francis L. Huang are:

  • Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic, 2021, School Psychology
  • Analyzing Cross-Sectionally Clustered Data Using Generalized Estimating Equations, 2021, Journal of Educational and Behavioral Statistics
  • Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?, 2020, School Psychology Review
  • The relationship between school disciplinary resolutions with school climate and attitudes toward school, 2020, Preventing School Failure Alternative Education for Children and Youth
  • Teacher Support for Zero Tolerance Is Associated With Higher Suspension Rates and Lower Feelings of Safety, 2021, School Psychology Review

Frequent publication venues for this researcher include:

  • School Psychology Review
  • School Psychology
  • Preventing School Failure Alternative Education for Children and Youth
  • Prevention Science
  • Psychology in the Schools

Francis L. Huang has collaborated often with several co-authors in the field, including:

  • Keith C. Herman
  • Wendy M. Reinke
  • Dewey G. Cornell
  • Bixi Zhang
  • Jennifer L. Maeng

Best Publications

  • Authoritative school discipline: High school practices associated with lower bullying and victimization.

    Anne Gregory;Dewey Cornell;Xitao Fan;Peter Sheras

  • Perceived prevalence of teasing and bullying predicts high school dropout rates.

    Dewey G. Cornell;Anne Gregory;Francis Huang;Xitao Fan

  • Alternatives to Multilevel Modeling for the Analysis of Clustered Data

    Francis L. Huang

  • Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools

    Francis L. Huang;Tonya R. Moon

  • Authoritative School Climate and High School Student Risk Behavior: A Cross-sectional Multi-level Analysis of Student Self-Reports

    Dewey G. Cornell;Francis Huang

  • Multilevel modeling myths.

    Francis L. Huang

  • An Examination of Restorative Interventions and Racial Equity in Out-of-School Suspensions

    Anne Gregory;Francis L. Huang;Yolanda Anyon;Eldridge Greer

  • Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression

    Timothy Konold;Dewey Cornell;Kathan Shukla;Francis Huang

  • Multilevel Multi-Informant Structure of the Authoritative School Climate Survey.

    Timothy Konold;Dewey Cornell;Francis Huang;Patrick Meyer

  • Effects of validity screening items on adolescent survey data.

    Dewey Cornell;Jennifer Klein;Tim Konold;Francis Huang

  • It takes a village: the effects of 10th grade college-going expectations of students, parents, and teachers four years later.

    Anne Gregory;Francis Huang

  • School Teasing and Bullying After the Presidential Election

    Francis L. Huang;Dewey G. Cornell

  • Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic.

    Keith C Herman;James Sebastian;Wendy M Reinke;Francis L Huang

  • The differential effects of preschool: Evidence from Virginia ☆

    Francis L. Huang;Marcia A. Invernizzi;E. Allison Drake

  • Successive teacher expectation effects across the early school years

    Christine M. Rubie-Davies;Rhona S. Weinstein;Francis L. Huang;Anne Gregory

  • Student attitudes and behaviors as explanations for the Black-White suspension gap

    Francis L. Huang;Dewey G. Cornell

  • An investigation of factors associated with letter-sound knowledge at kindergarten entry

    Francis L. Huang;Laura S. Tortorelli;Marcia A. Invernizzi

  • The impact of definition and question order on the prevalence of bullying victimization using student self-reports.

    Francis L. Huang;Dewey G. Cornell

  • Teacher Job Satisfaction by Principal Support and Teacher Cooperation: Results from the Schools and Staffing Survey.

    Amanda A. Olsen;Francis L. Huang

  • Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions

    Francis L. Huang

  • The Association of Kindergarten Entry Age with Early Literacy Outcomes

    Francis L. Huang;Marcia A. Invernizzi

Frequent Co-Authors

Dewey G. Cornell
Dewey G. Cornell University of Virginia
Keith C. Herman
Keith C. Herman University of Missouri
Timothy R. Konold
Timothy R. Konold University of Virginia
Wendy M. Reinke
Wendy M. Reinke University of Missouri
Anne Gregory
Anne Gregory Rutgers, The State University of New Jersey
Xitao Fan
Xitao Fan Chinese University of Hong Kong
Melissa Stormont
Melissa Stormont University of Missouri
Philip A. Cowan
Philip A. Cowan University of California, Berkeley
Frank C. Worrell
Frank C. Worrell University of California, Berkeley
Dorothy L. Espelage
Dorothy L. Espelage University of North Carolina at Chapel Hill

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