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D-Index & Metrics

Psychology

D-Index
57
Citations
17543
World Ranking
3969
National Ranking
2225

Harold W. Stevenson 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 Harold W. Stevenson 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: 178 publications — 61st percentile

61% of scientists in this discipline score the same or lower.

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

Harold W. Stevenson 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 Harold W. Stevenson 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: 57 D-Index — 66th percentile

66% of scientists in this discipline score the same or lower.

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

Overview

Harold W. Stevenson is affiliated with the University of Michigan-Ann Arbor in the United States. Their academic profile indicates a focus on various aspects of research without specific details about recent publications or specialized research topics.

The available information does not include any recent papers, frequent co-authors, or specific publication venues associated with their work. Similarly, there is no detailed record of book publications or particular fields and subfields of study. This omission suggests a profile that is either early in development or not extensively documented in the sources reviewed.

The lack of main topics, awards, or other recognitions further characterizes the data set, providing a basic but factual overview emphasizing institutional affiliation without extended descriptive elements.

This profile provides a straightforward outline that can assist in understanding the academic positioning of Harold W. Stevenson within the scholarly community linked to the University of Michigan-Ann Arbor.

Best Publications

  • The learning gap : why our schools are failing and what we can learn from Japanese and Chinese education

    Harold William Stevenson;James W. Stigler

  • Contexts of Achievement: A Study of American, Chinese, and Japanese Children

    H W Stevenson;S Y Lee

  • Response Style and Cross-Cultural Comparisons of Rating Scales Among East Asian and North American Students

    Chuansheng Chen;Shin-ying Lee;Harold W. Stevenson

  • Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students

    Chuansheng Chen;Harold W. Stevenson

  • Beliefs and Achievement: A Study of Black, White, and Hispanic Children

    Harold W. Stevenson;Chuansheng Chen;David H. Uttal

  • Mathematics achievement of Chinese, Japanese, and American children: Ten years later.

    Harold W. Stevenson;Chuansheng Chen;Shin-Ying Lee

  • Child development and education in Japan.

    Harold W. Stevenson;Hiroshi Azuma;Kenji Hakuta

  • Mathematics achievement of Chinese, Japanese, and American children

    Harold W. Stevenson;Shin-Ying Lee;James W. Stigler

  • Long-Term Prediction of Achievement and Attitudes in Mathematics and Reading.

    Harold W. Stevenson;Richard S. Newman

  • Homework: a cross-cultural examination.

    Chuansheng Chen;Harold W. Stevenson

  • Mathematics achievement of children in China and the United States.

    Harold W. Stevenson;Shin-ying Lee;Chuansheng Chen;Max Lummis

  • Gender differences in beliefs and achievement: A cross-cultural study.

    Max Lummis;Harold W. Stevenson

  • Psychological maladjustment and academic achievement: a cross-cultural study of Japanese, Chinese, and American high school students.

    David S. Crystal;Chuansheng Chen;Andrew J. Fuligni;Harold W. Stevenson

  • Cognitive performance and academic achievement of Japanese, Chinese, and American children.

    H W Stevenson;J W Stigler;S Y Lee;G W Lucker

  • Reading disabilities: the case of Chinese, Japanese, and English.

    Harold W. Stevenson;James W. Stigler;G. William Lucker;Shin-ying Lee

  • The World's Youth: Adolescence in Eight Regions of the Globe

    B. Bradford Brown;Reed W. Larson;T. S. Saraswathi

  • Learning and motivation in the classroom

    Scott G. Paris;Gary M. Olson;Harold William Stevenson

  • Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students

    Unknown

  • Curriculum and achievement in mathematics: A study of elementary school children in Japan, Taiwan, and the United States.

    James W. Stigler;Shin-ying Lee;G. William Lucker;Harold W. Stevenson

  • Digit memory in Chinese and English: Evidence for a temporally limited store

    James W. Stigler;Shin-Ying Lee;Harold W. Stevenson

  • Cultural perspectives on child development

    Daniel A. Wagner;Harold William Stevenson

  • Mathematics Classrooms in Japan, Taiwan, and the United States.

    James W. Stigler;Shin-ying Lee;Harold W. Stevenson

  • The Learning Gap: Why our Schools are Failing and What We can Learn from Japanese and Chinese Education.

    Reuben G. Pierce;Harold W. Stevenson;James W. Stigler

  • Child Development and Education in Japan

    Lois Peak;Harold Stevenson;Hiroshi Azuma;Kenji Hakuta

Frequent Co-Authors

Chuansheng Chen
Chuansheng Chen University of California, Irvine
James W. Stigler
James W. Stigler University of California, Los Angeles
David H. Uttal
David H. Uttal Northwestern University
Andrew J. Fuligni
Andrew J. Fuligni University of California, Los Angeles
Doris R. Entwisle
Doris R. Entwisle Johns Hopkins University
Scott G. Paris
Scott G. Paris University of Michigan–Ann Arbor
James R. Booth
James R. Booth Vanderbilt University

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Related Online Degrees & Career Pathways

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For those aspiring to work in other regions, examining North Dakota lpc licensure requirements can help outline next steps. Before enrolling in an online psychology or counseling degree, always review individual state licensure rules. This ensures you’re on the right path toward your counseling career, no matter where you plan to practice.

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