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D-Index & Metrics

Psychology

D-Index
64
Citations
16348
World Ranking
2959
National Ranking
1700

Jan N. Hughes 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 Jan N. Hughes 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: 156 publications — 52nd percentile

52% of scientists in this discipline score the same or lower.

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

Jan N. Hughes 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 Jan N. Hughes 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: 64 D-Index — 75th percentile

75% of scientists in this discipline score the same or lower.

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

Overview

Jan N. Hughes is affiliated with Texas A&M University in the United States. Their academic work includes contributions to the field of clinical psychology, as reflected in recent publications and collaborations.

Their recent publication record includes the paper titled Brief history of the BPS/DCP work continuing NHS funded training for clinical psychology, including trainee salaries, published in 2020 in the Clinical Psychology Forum.

Frequent co-authors collaborating with Jan N. Hughes include:

  • Tony Lavender
  • Gary Latchford

The primary venue for publication identified is the Clinical Psychology Forum.

Best Publications

  • Influence of Student–Teacher and Parent–Teacher Relationships on Lower Achieving Readers’ Engagement and Achievement in the Primary Grades

    Jan N. Hughes;Oi-man Kwok

  • Teacher–Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study

    Jan N. Hughes;Wen Luo;Oi-Man Kwok;Linda K. Loyd

  • Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship

    Jan N Hughes;Timothy A Cavell;Victor Willson

  • Teacher–Student Relationships as Compensatory Resources for Aggressive Children

    Barbara T. Meehan;Jan N. Hughes;Timothy A. Cavell

  • Influence of the teacher-student relationship on childhood conduct problems: a prospective study.

    Jan N. Hughes;Timothy A. Cavell;Tammy Jackson

  • Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

    Jan N. Hughes

  • Dynamics of Teacher-Student Relationships: Stability and Change across Elementary School and the Influence on Children's Academic Success.

    Jantine L. Spilt;Jan N. Hughes;Jiun-Yu Wu;Oi Man Kwok

  • Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students

    Jan N. Hughes;Katie A. Gleason;Duan Zhang

  • Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis.

    Jan N. Hughes;Oi-man Kwok

  • Ethnicity and Language Contributions to Dimensions of Parent Involvement.

    Shuk Wa Wong;Jan N. Hughes

  • Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy

    Jan N. Hughes;Qi Chen

  • The role of relational aggression in identifying aggressive boys and girls.

    Carlen Henington;Carlen Henington;Jan N Hughes;Jan N Hughes;Timothy A Cavell;Timothy A Cavell;Bruce Thompson;Bruce Thompson

  • Adaptive and Effortful Control and Academic Self-efficacy Beliefs on Achievement: A Longitudinal Study of 1st through 3rd Graders

    Jeffrey Liew;Erin M. McTigue;Lisa Barrois;Jan N. Hughes

  • Child Effortful Control, Teacher-Student Relationships, and Achievement in Academically At-Risk Children: Additive and Interactive Effects.

    Jeffrey Liew;Qi Chen;Jan N. Hughes

  • A positive view of self: Risk or protection for aggressive children?

    Jan N. Hughes;Timothy A. Cavell;Pamela B. Grossman

  • Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement.

    Jiun-Yu Wu;Jan N. Hughes;Oi Man Kwok

  • Quality of Research Design Moderates Effects of Grade Retention on Achievement: A Meta-Analytic, Multilevel Analysis

    Chiharu S. Allen;Qi Chen;Victor L. Willson;Jan N. Hughes

  • Callous/Unemotional Traits Moderate the Relation Between Ineffective Parenting and Child Externalizing Problems: A Partial Replication and Extension

    Mary Oxford;Timothy A Cavell;Jan N Hughes

  • Differential Benefits of Skills Training with Antisocial Youth Based on Group Composition: A Meta-Analytic Investigation.

    Rebecca P. Ang;Jan N. Hughes

  • Emotion regulation in couples and families : pathways to dysfunction and health

    Douglas K. Snyder;Jeffry A. Simpson;Jan N. Hughes

  • First Do No Harm: Adverse Effects of Grouping Deviant Youth for Skills Training

    Margery E Arnold;Jan N Hughes

Frequent Co-Authors

Timothy A. Cavell
Timothy A. Cavell University of Arkansas at Fayetteville
Oi-Man Kwok
Oi-Man Kwok Texas A&M University
Stephen G. West
Stephen G. West Arizona State University
Bruce Thompson
Bruce Thompson Texas A&M University
Jeffry A. Simpson
Jeffry A. Simpson University of Minnesota
Jeffrey Liew
Jeffrey Liew Texas A&M University
Douglas K. Snyder
Douglas K. Snyder Texas A&M University
Victor L. Willson
Victor L. Willson Texas A&M University
John F. Edens
John F. Edens Texas A&M University
Annette M. La Greca
Annette M. La Greca University of Miami

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Related Online Degrees & Career Pathways

If you are interested in pursuing a career in psychology, there are various online degrees that can prepare you for a wide range of roles, including clinical counseling, school psychology, and research. Many students begin with a bachelor’s degree in psychology or a related field, then continue with a master’s or doctoral program to gain deeper expertise.

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Exploring these pathways can help you tailor your education and career trajectory to meet local licensure standards and job opportunities, giving you a strong start in the psychology field.

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