World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
37
Citations
7847
World Ranking
9084
National Ranking
4818

George G. Bear 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 George G. Bear 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: 98 publications — 19th percentile

19% of scientists in this discipline score the same or lower.

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

George G. Bear 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 George G. Bear 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: 37 D-Index — 21st percentile

21% of scientists in this discipline score the same or lower.

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

Overview

George G. Bear is affiliated with the University of Delaware in the United States. Their research primarily focuses on the social sciences, with key contributions in psychology. Within these broader fields, their work spans several subfields including education, developmental and educational psychology, social psychology, experimental and cognitive psychology, and safety research.

Their scholarly output includes a selection of recent papers addressing various aspects of education and psychology. Notable publications include:

  • Good Intentions Are Not Enough: Centering Equity in School Discipline Reform (2021) published in School Psychology Review
  • A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students' Self-concept and Self-esteem Throughout the Middle School Transition (2020) published in Journal of Youth and Adolescence
  • Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate (2022) published in Psychology in the Schools

George G. Bear frequently collaborates with several coauthors, including Anne Gregory, David Osher, Robert J. Jagers, Jeffrey R. Sprague, and Vítor Alexandre Coelho. These collaborations reflect a network of scholarly partnerships centered around topics of education, school climate, and youth development.

The scientist's research topics cover areas such as:

  • Education discipline and inequality
  • Behavioral and psychological studies
  • Bullying, victimization, and aggression
  • Education, achievement, and giftedness
  • Early childhood education and development
  • Youth development and social support
  • School choice and performance

George G. Bear publishes in venues that concentrate on psychology and education, including School Psychology Review, Journal of Youth and Adolescence, and Psychology in the Schools. These platforms align with the core focus areas of their research.

Best Publications

  • Relational Aggression and Peer Relations: Gender and Developmental Issues.

    Gail S. Rys;George G. Bear

  • How Can We Improve School Discipline

    David Osher;George G. Bear;Jeffrey R. Sprague;Walter Doyle

  • Teachers' Experiences with Inclusive Classrooms: Implications for Special Education Reform

    Kathleen M. Minke;George G. Bear;Sandra A. Deemer;Shaunna M. Griffin

  • Delaware School Climate Survey-Student: its factor structure, concurrent validity, and reliability.

    George G. Bear;Clare S. Gaskins;Jessica C. Blank;Fangfang Chen

  • Children's emotion processing: relations to emotionality and aggression.

    David Schultz;Carroll E. Izard;George G. Bear

  • School discipline in the United States: Prevention, correction, and long-term social development.

    George G. Bear

  • Self-Concept of Students with Learning Disabilities: A Meta-Analysis.

    George G. Bear;Kathleen M. Minke;Maureen A. Manning

  • Children's needs III: Development, prevention, and intervention.

    George G. Bear;Kathleen M. Minke

  • School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behavior

    George G. Bear

  • Self-Perceptions Of Nonhandicapped Children And Children With Learning Disabilities In Integrated Classes

    George G. Bear;Andrew Clever;Willis A. Proctor

  • Attitudes toward Computers: Validation of a Computer Attitudes Scale

    George G. Bear;Herbert C. Richards;Paul Lancaster

  • Self-Concept and Self-Esteem.

    Maureen A. Manning;George G. Bear;Kathleen M. Minke

  • Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions

    George G. Bear;Chunyan Yang;Megan Pell;Clare Gaskins

  • Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools

    Chunyan Yang;George G. Bear;Henry May

  • Discrepancies Between Competence and Importance in Self-Perceptions of Children in Integrated Classes

    Andrew Clever;George G. Bear;Jaana Juvonen

  • Developing self-discipline and preventing and correcting misbehavior

    George G. Bear;Albert R. Cavalier;Maureen A. Manning

  • Positive Bias in Maintenance of Self-Worth among Children with LD

    George G. Bear;Kathleen M. Minke

  • Students' perceptions of school climate in the U.S. and China.

    Chunyan Yang;George G. Bear;Fang Fang Chen;Weigang Zhang

  • Impact of a full‐time integrated program on the achievement of nonhandicapped and mildly handicapped children

    George G. Bear;Willis A. Proctor

  • Differences in Bullying Victimization Between Students With and Without Disabilities

    George G. Bear;Lindsey S. Mantz;Joseph J. Glutting;Chunyan Yang

  • Children's Needs II: Development, Problems and Alternatives.

    George G. Bear;Kathleen M. Minke;Alex Thomas

Frequent Co-Authors

Jeffrey R. Sprague
Jeffrey R. Sprague University of Oregon
Joseph J. Glutting
Joseph J. Glutting University of Delaware
Jaana Juvonen
Jaana Juvonen University of California, Los Angeles
Carroll E. Izard
Carroll E. Izard University of Delaware
Anne Gregory
Anne Gregory Rutgers, The State University of New Jersey

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