World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
41
Citations
11631
World Ranking
7738
National Ranking
350

Helma M.Y. Koomen 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 Helma M.Y. Koomen 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: 106 publications — 24th percentile

24% of scientists in this discipline score the same or lower.

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

Helma M.Y. Koomen 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 Helma M.Y. Koomen 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: 41 D-Index — 33rd percentile

33% of scientists in this discipline score the same or lower.

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

Overview

Helma M.Y. Koomen is affiliated with the University of Amsterdam in the Netherlands and has produced extensive research primarily within the social sciences and psychology domains. Their scholarly output focuses on education, clinical psychology, and social psychology, with significant contributions to developmental and educational psychology as well.

Their research interests encompass several key topics, including:

  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Parental Involvement in Education
  • Educational and Psychological Assessments
  • Teacher Education and Leadership Studies
  • Bullying, Victimization, and Aggression
  • Communication in Education and Healthcare

Helma Koomen has frequently published in venues such as:

  • Journal of School Psychology
  • Frontiers in Education
  • Attachment & Human Development
  • Teaching and Teacher Education
  • Journal of Applied Developmental Psychology

Among recent papers, their collaborative works include the following:

  • "Don't forget student-teacher dependency! A Meta-analysis on associations with students' school adjustment and the moderating role of student and teacher characteristics," 2020, Attachment & Human Development
  • "Teachers' emotional labor in response to daily events with individual students: The role of teacher-student relationship quality," 2021, Teaching and Teacher Education
  • "Student-Teacher Relationships and Students' Externalizing and Internalizing Behaviors: A Cross-Lagged Study in Secondary Education," 2020, Child Development
  • "Teachers' emotional experiences in response to daily events with individual students varying in perceived past disruptive behavior," 2020, Journal of School Psychology
  • "Using relationship-focused reflection to improve teacher-child relationships and teachers' student-specific self-efficacy," 2021, Journal of School Psychology

Collaborative authorship is a significant aspect of their work, with frequent coauthors including:

  • Marjolein Zee
  • Debora L. Roorda
  • Rianne J. Bosman
  • Peter F. de Jong
  • Jantine L. Spilt

In addition to journal publications, Helma Koomen has contributed to book literature, with one known title published by the European Organization for Nuclear Research:

  • SPARTS Relatievragenlijst leerling Handleiding, 2023

Their research reflects a concentration on relational aspects within educational contexts, particularly examining student-teacher relationships, teacher emotions, and interventions aimed at enhancing educational and developmental outcomes for children and adolescents.

Best Publications

  • The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement A Meta-Analytic Approach

    Debora L. Roorda;Helma M. Y. Koomen;Jantine L. Spilt;Frans J. Oort

  • Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being A Synthesis of 40 Years of Research

    Marjolein Zee;Helma M. Y. Koomen

  • Teacher Wellbeing: The Importance of Teacher–Student Relationships

    Jantine L. Spilt;Helma M. Y. Koomen;Jochem T. Thijs

  • Teacher–child relationships from an attachment perspective

    Karine Verschueren;Helma M.Y. Koomen

  • Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

    Debora L. Roorda;Suzanne Jak;Marjolein Zee;Frans J. Oort

  • Validating the Student-Teacher Relationship Scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample.

    Helma M.Y. Koomen;Karine Verschueren;Erik van Schooten;Suzanne Jak

  • Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher-student relationship quality.

    Jantine L. Spilt;Helma M.Y. Koomen;Suzanne Jak

  • Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection

    Jantine L. Spilt;Helma M.Y. Koomen;Jochem T. Thijs;Aryan van der Leij

  • Widening the view on teacher-child relationships: teachers’ narratives concerning disruptive versus nondisruptive children

    Jantine L. Spilt;Helma M. Y. Koomen

  • Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher?: Testing a new child measure in middle childhood

    Helma M. Y. Koomen;Francine C. Jellesma

  • Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation

    Marjolein Zee;Peter F. de Jong;Helma M. Y. Koomen

  • Teacher-child relationships and pedagogical practices: considering the teacher’s perspective

    Jochem T. Thijs;Helma M.Y. Koomen;Aryan van der Leij

  • Ethnic incongruence and the student–teacher relationship: The perspective of ethnic majority teachers

    Jochem Thijs;Saskia Westhof;Helma Koomen

  • Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality

    Marjolein Zee;Helma M.Y. Koomen;Ineke Van der Veen

  • Task-related interactions between kindergarten children and their teachers: the role of emotional security.

    Jochem T. Thijs;Helma M. Y. Koomen

  • Teacher and observer views on student-teacher relationships: convergence across kindergarten and relations with student engagement.

    Sarah Doumen;Helma M. Y. Koomen;Evelien Buyse;Sofie Wouters

  • Young children's perceptions of teacher‐child relationships: an evaluation of two instruments and the role of child gender in kindergarten

    Jantine L. Spilt;Helma M.Y. Koomen;Panayota Y. Mantzicopoulos

  • Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration.

    Marjolein Zee;Helma M.Y. Koomen;Francine C. Jellesma;Jolien Geerlings

  • Toward a further understanding of teachers’ reports of early teacher–child relationships: Examining the roles of behavior appraisals and attributions

    Jochem Thijs;Helma M.Y. Koomen

  • Children’s perceptions of the relationship with the teacher: Associations with appraisals and internalizing problems in middle childhood

    Francine C. Jellesma;Marjolein Zee;Helma M.Y. Koomen

  • From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship

    M. Zee;P.F. de Jong;H.M.Y. Koomen

Frequent Co-Authors

Jochem Thijs
Jochem Thijs Utrecht University
Frans J. Oort
Frans J. Oort University of Amsterdam
Peter F. de Jong
Peter F. de Jong University of Amsterdam
Robert C. Pianta
Robert C. Pianta University of Virginia
Gonneke W. J. M. Stevens
Gonneke W. J. M. Stevens Utrecht University
Linda Harrison
Linda Harrison Charles Sturt University
Peter Prinzie
Peter Prinzie Erasmus University Rotterdam
Geertjan Overbeek
Geertjan Overbeek University of Amsterdam
Henny M. W. Bos
Henny M. W. Bos University of Amsterdam

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Exploring a career in psychology opens the door to diverse online study options. Many students now pursue online psychology degree programs for flexibility and accessibility, combining academic theory with practical experience.

If you're interested in the intersection of law and mental health, consider an online masters degree in forensic psychology. This pathway prepares graduates for roles in law enforcement, legal consultancy, and corrections.

For those who want to impact workplace culture and productivity, organizational psychology master's programs focus on leadership, employee well-being, and change management. These programs equip you for roles in HR, consulting, and corporate development.

Aspiring clinical practitioners may pursue online psyd programs for advanced training in therapy, assessment, and clinical supervision, leading to licensure and independent practice.

Whether you aim for research, counseling, or a specialized field, tailoring your online psychology studies to your career goals is vital. Each pathway offers valuable expertise and a unique route to meaningful, in-demand careers.

Best Scientists Citing Helma M.Y. Koomen

Trending Scientists

Recently Published Articles