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Jason T. Downer

D-Index & Metrics

Psychology

D-Index
47
Citations
14939
World Ranking
6044
National Ranking
3282

Jason T. Downer 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 Jason T. Downer 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: 107 publications — 25th percentile

25% of scientists in this discipline score the same or lower.

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

Jason T. Downer 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 Jason T. Downer 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

Jason T. Downer is affiliated with the University of Virginia in the United States. Their research spans several fields within social sciences and psychology, with a particular emphasis on education and developmental psychology.

The main fields of study covered by their work include:

  • Social Sciences
  • Psychology

Their subfields of research focus on:

  • Education
  • Clinical Psychology
  • Developmental and Educational Psychology
  • Statistics and Probability
  • Pediatrics, Perinatology and Child Health

Jason T. Downer's primary research topics consist of:

  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Parental Involvement in Education
  • Educational and Psychological Assessments
  • Behavioral and Psychological Studies
  • Child Development and Digital Technology
  • Cognitive and developmental aspects of mathematical skills

Their recent publications include:

  • Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children's Classroom Engagement, 2024, Early Education and Development
  • Developmental Trajectories of Executive Functions from Preschool to Kindergarten, 2022, Developmental Science
  • Randomized Trial Testing the Integration of the Good Behavior Game and MyTeachingPartner™: The Moderating Role of Distress Among New Teachers on Student Outcomes, 2020, Journal of School Psychology
  • Understanding Teachers' Emotion Regulation Strategies and Related Teacher and Classroom Factors, 2024, School Mental Health
  • How Does Inhibitory Control Predict Emotion Regulation in Preschool? The Role of Individual Children's Interactions with Teachers and Peers, 2022, Developmental Psychology

Notable venues frequently publishing their work include:

  • Early Education and Development
  • School Mental Health
  • Journal of School Psychology
  • Frontiers in Education
  • Journal of Applied Developmental Psychology

Collaborations have been common with several coauthors, including:

  • Amanda P. Williford
  • Pilar Álamos
  • Joshua L. Brown
  • Khara L. P. Turnbull
  • Amy E. Lowenstein

Best Publications

  • Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    Andrew J. Mashburn;Robert C. Pianta;Bridget K. Hamre;Jason T. Downer

  • Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

  • Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Jamie DeCoster

  • A Course on Effective Teacher-Child Interactions Effects on Teacher Beliefs, Knowledge, and Observed Practice

    Bridget K. Hamre;Robert C. Pianta;Margaret Burchinal;Samuel Field

  • Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Andrew J. Mashburn

  • The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

    Sara E. Rimm‐Kaufman;Karen M. La Paro;Jason T. Downer;Robert C. Pianta

  • Peer Effects on Children’s Language Achievement During Pre-Kindergarten

    Andrew J. Mashburn;Laura M. Justice;Jason T. Downer;Robert C. Pianta

  • Parent characteristics, economic stress, and neighborhood context as predictors of parent involvement in preschool children’s education

    Christine Waanders;Julia L. Mendez;Jason T. Downer

  • Teacher and Classroom Characteristics Associated With Teachers' Ratings of Prekindergartners' Relationships and Behaviors.

    Andrew J. Mashburn;Bridget K. Hamre;Jason T. Downer;Robert C. Pianta

  • Teacher-Child Interactions in the Classroom: Toward a Theory of within- and Cross-Domain Links to Children's Developmental Outcomes.

    Jason Downer;Terri J. Sabol;Bridget Hamre

  • Academic and Cognitive Functioning in First Grade: Associations with Earlier Home and Child Care Predictors and with Concurrent Home and Classroom Experiences.

    Jason T. Downer;Robert C. Pianta

  • The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions.

    Jason T. Downer;Leslie M. Booren;Olivia K. Lima;Amy E. Luckner

  • Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten

    Jennifer LoCasale-Crouch;Andrew J. Mashburn;Jason T. Downer;Robert C. Pianta

  • How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning?.

    Jason T. Downer;Sara E. Rimm-Kaufman;Robert C. Pianta

  • Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation

    Amanda P. Williford;Jessica E. Vick Whittaker;Virginia E. Vitiello;Jason T. Downer

  • Father Involvement During Early Childhood and Its Association with Children's Early Learning: A Meta-Analysis

    Christine McWayne;Jason T. Downer;Rodrigo Campos;Robby D. Harris

  • Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion.

    Faiza M. Jamil;Jason T. Downer;Robert C. Pianta

  • Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors.

    Virginia E. Vitiello;Leslie M. Booren;Jason T. Downer;Amanda P. Williford

  • Observations of teacher–child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings

    Jason T. Downer;Michael L. López;Kevin J. Grimm;Aki Hamagami

  • Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

    Leslie M. Booren;Jason T. Downer;Virginia E. Vitiello

  • Effects of web-mediated professional development resources on

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

Frequent Co-Authors

Robert C. Pianta
Robert C. Pianta University of Virginia
Bridget K. Hamre
Bridget K. Hamre University of Virginia
Andrew J. Mashburn
Andrew J. Mashburn Portland State University
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Carollee Howes
Carollee Howes University of California, Los Angeles
Laura M. Justice
Laura M. Justice The Ohio State University
Jamie DeCoster
Jamie DeCoster University of Virginia
Kevin J. Grimm
Kevin J. Grimm Arizona State University
Sara E. Rimm-Kaufman
Sara E. Rimm-Kaufman University of Virginia
Timothy W. Curby
Timothy W. Curby George Mason University

External Links

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Related Online Degrees & Career Pathways

If you're considering advancing your education in psychology, there are a range of online degree options that can open up diverse career paths. Many students pursue masters and psyd programs for a combination of research training and practical skills, preparing them for clinical or counseling roles.

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For those drawn to criminal justice and legal systems, specialized forensic psychology doctoral programs are available online, preparing graduates for work in forensic assessment, law enforcement, and court systems. These online pathways offer flexible options to help students achieve career advancement while balancing professional and personal commitments.

Best Scientists Citing Jason T. Downer

Robert C. Pianta

Robert C. Pianta

University of Virginia

Publications: 83

Laura M. Justice

Laura M. Justice

The Ohio State University

Publications: 77

Margaret Burchinal

Margaret Burchinal

University of North Carolina at Chapel Hill

Publications: 42

Bridget K. Hamre

Bridget K. Hamre

University of Virginia

Publications: 41

Shayne B. Piasta

Shayne B. Piasta

The Ohio State University

Publications: 37

Marja-Kristiina Lerkkanen

Marja-Kristiina Lerkkanen

University of Jyväskylä

Publications: 36

Timothy W. Curby

Timothy W. Curby

George Mason University

Publications: 35

Jari-Erik Nurmi

Jari-Erik Nurmi

University of Jyväskylä

Publications: 26

Karine Verschueren

Karine Verschueren

KU Leuven

Publications: 24

Arya Ansari

Arya Ansari

The Ohio State University

Publications: 23

Sara E. Rimm-Kaufman

Sara E. Rimm-Kaufman

University of Virginia

Publications: 23

Helma M.Y. Koomen

Helma M.Y. Koomen

University of Amsterdam

Publications: 23

Hirokazu Yoshikawa

Hirokazu Yoshikawa

New York University

Publications: 23

Megan M. McClelland

Megan M. McClelland

Oregon State University

Publications: 22

Anna-Maija Poikkeus

Anna-Maija Poikkeus

University of Jyväskylä

Publications: 20

Andrew J. Mashburn

Andrew J. Mashburn

Portland State University

Publications: 20

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