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Helge I. Strømsø

Helge I. Strømsø

D-Index & Metrics

Psychology

D-Index
47
Citations
8603
World Ranking
6186
National Ranking
46

Helge I. Strømsø 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 Helge I. Strømsø 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.

Helge I. Strømsø 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 Helge I. Strømsø 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: 47 D-Index — 47th percentile

47% of scientists in this discipline score the same or lower.

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

Overview

Helge I. Strømsø is affiliated with the University of Oslo in Norway. Their research primarily spans the fields of psychology and social sciences, with a substantial focus on developmental and educational psychology. Their scholarly interest extends into subfields such as education, sociology and political science, artificial intelligence, and clinical psychology.

The core themes of Strømsø's work concentrate on educational strategies and epistemologies, reading and literacy development, innovative teaching and learning methods, and education and critical thinking development. Additional topics include child development and digital technology, misinformation and its impacts, as well as online and blended learning.

Strømsø has contributed multiple papers in reputable academic venues, with frequent publications in "Reading and Writing," where they have published three works, and "Contemporary Educational Psychology," with two publications. Other notable venues include "Education and Information Technologies," "Journal of Computer Assisted Learning," and "Reading Psychology."

Recent papers demonstrate a focus on credibility evaluation, reading comprehension, and the effects of the pandemic on student behavior. Selected recent publications include:

  • "Adolescents' credibility justifications when evaluating online texts," 2022, Education and Information Technologies
  • "Examining the structure of credibility evaluation when sixth graders read online texts," 2023, Journal of Computer Assisted Learning
  • "Students' time management and procrastination in the wake of the pandemic," 2022, Educational Psychology
  • "Epistemic justification in multiple document literacy: A refutation text intervention," 2022, Contemporary Educational Psychology
  • "Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts," 2024, Reading Psychology

Collaborative work forms an important part of Strømsø's research practice. Frequent coauthors include Ivar Bråten, Ymkje E. Haverkamp, Natalia Latini, Carita Kiili, and Eija Räikkönen.

Best Publications

  • The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model

    Ivar Bråten;M. Anne Britt;Helge I. Strømsø;Jean-François Rouet

  • Trust Matters: Examining the Role of Source Evaluation in Students' Construction of Meaning Within and Across Multiple Texts

    Ivar Bråten;Helge I. Strømsø;M. Anne Britt

  • The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

    Ivar Bråten;Helge I. Strømsø

  • Epistemological Beliefs and Implicit Theories of Intelligence as Predictors of Achievement Goals.

    Ivar Bråten;Helge I. Strømsø

  • Trust and mistrust when students read multiple information sources about climate change

    Ivar Bråten;Helge I. Strømsø;Ladislao Salmerón

  • Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents

    Øistein Anmarkrud;Ivar Bråten;Helge I. Strømsø

  • Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities

    Ivar Bråten;Helge I. Strømsø

  • Reading multiple texts about climate change: The relationship between memory for sources and text comprehension

    Helge I. Strømsø;Ivar Bråten;M. Anne Britt

  • Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts

    Ivar Bråten;Helge I. Strømsø;Marit S. Samuelstuen

  • Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change

    Ivar Bråten;Helge I. Strømsø

  • Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension

    Ivar Bråten;Øistein Anmarkrud;Christian Brandmo;Helge I. Strømsø

  • Summary versus Argument Tasks when Working with Multiple Documents: Which Is Better for Whom?.

    Laura Gil;Ivar Bråten;Eduardo Vidal-Abarca;Helge I. Strømsø

  • Epistemic Cognition when Students Read Multiple Documents Containing Conflicting Scientific Evidence: A Think-Aloud Study.

    Leila E. Ferguson;Ivar Bråten;Helge I. Strømsø

  • The role of personal epistemology in the self-regulation of internet-based learning

    Helge I. Strømsø;Ivar Bråten

  • Promoting secondary school students’ evaluation of source features of multiple documents

    Jason L.G. Braasch;Ivar Bråten;Helge I. Strømsø;Øistein Anmarkrud

  • Spontaneous Sourcing among Students Reading Multiple Documents.

    Helge I. Strømsø;Ivar Bråten;M. Anne Britt;Leila E. Ferguson

  • Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills

    Eva Wennås Brante;Helge Ivar Strømsø

  • Dimensions of topic-specific epistemological beliefs as predictors of multiple text understanding

    Helge I. Strømsø;Ivar Bråten;Marit S. Samuelstuen

  • The role of Internet-specific epistemic beliefs in laypersons' source evaluations and decisions during Web search on a medical issue

    Yvonne Kammerer;Ivar Bråten;Peter Gerjets;Helge I. Strømsø

  • When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing

    Ivar Bråten;Helge I. Strømsø

  • Students' Strategic Use of Multiple Sources During Expository Text Reading: A Longitudinal Think-Aloud Study

    Helge I. Strømsø;Ivar Bråten;Marit S. Samuelstuen

Frequent Co-Authors

Ivar Bråten
Ivar Bråten University of Oslo
M. Anne Britt
M. Anne Britt Northern Illinois University
Ladislao Salmerón
Ladislao Salmerón University of Valencia
Paul van den Broek
Paul van den Broek Leiden University
Peter Gerjets
Peter Gerjets University of Tübingen
Jean-François Rouet
Jean-François Rouet University of Poitiers
Bjørn Stensaker
Bjørn Stensaker University of Oslo

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