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Gregory Arief D. Liem

D-Index & Metrics

Psychology

D-Index
36
Citations
7336
World Ranking
9404
National Ranking
20

Gregory Arief D. Liem 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 Gregory Arief D. Liem 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: 119 publications — 32nd percentile

32% of scientists in this discipline score the same or lower.

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

Gregory Arief D. Liem 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 Gregory Arief D. Liem 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: 36 D-Index — 19th percentile

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

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

Overview

Gregory Arief D. Liem is affiliated with Nanyang Technological University in Singapore. Their research primarily focuses on the fields of Psychology and Social Sciences, with notable contributions in Education, Social Psychology, Experimental and Cognitive Psychology, Safety Research, and Developmental and Educational Psychology.

Their recent research output includes publications in several key academic venues. These frequent publication venues are:

  • Educational Psychology
  • Educational Psychology Review
  • Journal of Educational Psychology
  • British Journal of Educational Psychology
  • International Journal of Behavioral Development

Collaborations have been an important aspect of their work. Frequent co-authors include:

  • Zi Yang Wong
  • Melvin Chan
  • Youyan Nie
  • Andrew J. Martin
  • Corwin Senko

Their recent papers cover a variety of topics related to educational psychology and motivation:

  • Goal Complexes: a New Approach to Studying the Coordination, Consequences, and Social Contexts of Pursuing Multiple Goals, 2022, Educational Psychology Review
  • Achievement and motivation, 2021, Educational Psychology
  • Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions, 2021, Educational Psychology Review (authored by Zi Yang Wong)
  • Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis., 2023, Journal of Educational Psychology (authored by Zi Yang Wong)
  • The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts, 2022, Learning and Instruction (authored by Helena Granziera)

The central topics explored in their work include motivation, self-concept, and educational development, often with an emphasis on youth and social support dynamics. Main topics of their research are:

  • Motivation and Self-Concept in Sports
  • Early Childhood Education and Development
  • Parental Involvement in Education
  • Education, Achievement, and Giftedness
  • Youth Development and Social Support
  • Grit, Self-Efficacy, and Motivation
  • Cultural Differences and Values

This profile reflects their academic focus and contribution without subjective assessment, maintaining an objective overview of Gregory Arief D. Liem's scholarly activity.

Best Publications

  • The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

    Unknown

  • Academic motivation, self-concept, engagement, and performance in high school : key processes from a longitudinal perspective

    Jasmine Green;Gregory Arief D. Liem;Andrew J. Martin;Susan Colmar

  • Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes.

    Andrew J. Martin;Harry G. Nejad;Susan Colmar;Gregory Arief D. Liem

  • Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout

    Philip D Parker;Philip D Parker;Andrew J Martin;Susan H Colmar;Gregory A Liem

  • Application of Structural Equation Modeling in Educational Research and Practice

    Ernest Afari;Andrew Martin;Diana Mîndrilă;Diane M. Monrad

  • The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective.

    Jie Qi Lee;Dennis Michael 麥翰林 Mcinerney;Gregory Arief D. Liem;Yasmin Y. Ortiga

  • Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty

    Andrew J Martin;Harry Nejad;Susan Colmar;Gregory Arief D Liem

  • Student engagement: Current state of the construct, conceptual refinement, and future research directions

    Zi Yang Wong;Gregory Arief D. Liem

  • The Motivation and Engagement Scale: Theoretical Framework, Psychometric Properties, and Applied Yields

    Gregory Arief D Liem;Andrew J Martin

  • The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors.

    Andrew J. Martin;Marianne Mansour;Michael Anderson;Robyn Gibson

  • Methodological Measurement Fruitfulness of Exploratory Structural Equation Modeling (ESEM): New Approaches to Key Substantive Issues in Motivation and Engagement.

    Herbert W. Marsh;Gregory Arief D. Liem;Andrew J. Martin;Alexandre J. S. Morin

  • Academic Personal Bests (PBs), Engagement, and Achievement: A Cross-Lagged Panel Analysis.

    Andrew J. Martin;Gregory Arief D. Liem

  • Peer relationships and adolescents' academic and non-academic outcomes: same-sex and opposite-sex peer effects and the mediating role of school engagement

    Gregory Arief D. Liem;Andrew J. Martin

  • College Seniors' Theory of Their Academic Motivation.

    Shawn Van Etten;Michael Pressley;Dennis M. McInerney;Arief Darmanegara Liem

  • Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation

    Andrew J. Martin;Brad Papworth;Paul Ginns;Gregory Arief D. Liem

  • Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis.

    Unknown

  • Task‐ and self‐related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation

    Unknown

  • The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming Alternative Frames of Reference

    Gregory Arief D. Liem;Herbert W. Marsh;Andrew J. Martin;Dennis Michael Mcinerney

  • Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement.

    Wan Har Chong;Gregory Arief D. Liem;Vivien S. Huan;Phey Ling Kit

  • Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement Across Time

    Andrew J. Martin;Rachel Wilson;Gregory Arief D. Liem;Paul Ginns

  • Personal best goals and academic and social functioning: A longitudinal perspective

    Gregory Arief D. Liem;Paul Ginns;Andrew J. Martin;Barbara Stone

  • Problem solving and immigrant student mathematics and science achievement: Multination findings from the Programme for International Student Assessment (PISA)

    Andrew J. Martin;Gregory A. D. Liem;Magdalena M. C. Mok;Jacob Xu

  • Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance: Values, motives, goals, and achievement

    Gregory Arief D. Liem;Andrew J. Martin;Amy L. Porter;Susan Colmar

  • Student Perspectives on Assessment: What Students Can Tell Us about Assessment for Learning

    Dennis Michael Mcinerney;Gavin Thomas Lumsden Brown;Gregory Arief D. Liem

Frequent Co-Authors

Andrew J. Martin
Andrew J. Martin University of New South Wales
Dennis M. McInerney
Dennis M. McInerney Education University of Hong Kong
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Rebecca P. Ang
Rebecca P. Ang Nanyang Technological University
Alexander Seeshing Yeung
Alexander Seeshing Yeung Australian Catholic University
Allan B. I. Bernardo
Allan B. I. Bernardo De La Salle University
Paul Ginns
Paul Ginns University of Sydney
Philip D. Parker
Philip D. Parker Australian Catholic University
Chi-Yue Chiu
Chi-Yue Chiu Chinese University of Hong Kong
Ronnel B. King
Ronnel B. King Chinese University of Hong Kong

External Links

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Online psychology degrees can lead to careers in counseling, human resources, social services, education, research, and more. Many graduates also pursue advanced studies to become licensed psychologists or counselors. By comparing programs across states, you can find the best educational path to support your future career in psychology.

Best Scientists Citing Gregory Arief D. Liem

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Huy P. Phan

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