World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
74
Citations
21402
World Ranking
1880
National Ranking
1107

John W. Fantuzzo 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 John W. Fantuzzo 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: 189 publications — 65th percentile

65% of scientists in this discipline score the same or lower.

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

John W. Fantuzzo 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 John W. Fantuzzo 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: 74 D-Index — 84th percentile

84% of scientists in this discipline score the same or lower.

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

Overview

John W. Fantuzzo is affiliated with the University of Pennsylvania in the United States. Their research primarily focuses on topics related to early childhood education and development, educational and psychological assessments, infant development and preterm care, parental involvement in education, youth substance use and school attendance, child and adolescent psychosocial and emotional development, and education systems and policy.

Their work spans the main fields of social sciences and psychology, with particular contributions to the subfields of education, developmental and educational psychology, pediatrics, perinatology and child health, and clinical psychology.

Recent publications by John W. Fantuzzo and collaborators include:

  • "Neglected validities: A diagnostic look at the state of early childhood assessment," 2021, Early Childhood Research Quarterly
  • "Challenging the Core Assumption of Chronic Absenteeism: Are Excused and Unexcused Absences Equally Useful in Determining Academic Risk Status?," 2022, Journal of Education for Students Placed at Risk (JESPAR)
  • "Classroom Engagement Scale: Validation of a Teacher-Report Assessment Used to Scale in the Kindergarten Report Card of a Large Urban School District," 2021, Early Education and Development
  • "Expansion of quality preschool in Philadelphia: Leveraging an evidence-based, integrated data system to provide actionable intelligence for policy and program planning," 2021, Children and Youth Services Review
  • "Validation of the Pennsylvania Kindergarten Entry Inventory: Examining Neglected Validities in Large-scale, Teacher-Report Assessment," 2022, Early Education and Development

Frequent collaborators in their research include Katherine M. Barghaus, Cassandra Henderson, Kristen Coe, Whitney LeBoeuf, and Benjamin Brumley.

Their works have been published in journals such as Early Education and Development, Early Childhood Research Quarterly, Journal of Education for Students Placed at Risk (JESPAR), Children and Youth Services Review, and proceedings from the 2020 AERA Annual Meeting.

Best Publications

  • CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism.

    C. Cybele Raver;Stephanie M. Jones;Christine Li-Grining;Fuhua Zhai

  • Peer-assisted learning interventions with elementary school students: A meta-analytic review.

    Cynthia A. Rohrbeck;Marika D. Ginsburg-Block;John W. Fantuzzo;Traci R. Miller

  • Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children

    John Fantuzzo;Christine Michele McWayne;Marlo A Perry;Stephanie Childs

  • A Multivariate Examination of Parent Involvement and the Social and Academic Competencies of Urban Kindergarten Children.

    Christine McWayne;Virginia Hampton;John Fantuzzo;Heather L. Cohen

  • Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education.

    John W. Fantuzzo;Erin Tighe;Stephanie Childs

  • Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct.

    Kathleen Coolahan;John Fantuzzo;Julia Mendez;Paul McDermott

  • Effects of Interparental Violence on the Psychological Adjustment and Competencies of Young Children.

    John W. Fantuzzo;Laura M. DePaola;Leslie Lambert;Tamara Martino

  • A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning.

    Marika D. Ginsburg-Block;Cynthia A. Rohrbeck;John W. Fantuzzo

  • Domestic violence and children: Prevalence and risk in five major U.S. cities.

    John W. Fantuzzo;Robert Boruch;Abdullahi Beriama;Marc Atkins

  • Prevalence and Effects of Child Exposure to Domestic Violence.

    John W. Fantuzzo;Wanda K. Mohr

  • Profiles of Social Competence among Low–Income African American Preschool Children

    Julia L. Mendez;John Fantuzzo;Dante Cicchetti

  • Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis.

    John W. Fantuzzo;Ronald E. Riggio;Sharon Connelly;Linda A. Dimeff

  • Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children

    John Fantuzzo;Rebecca Bulotsky-Shearer;Paul A. McDermott;Christine McWayne

  • Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement

    John W. Fantuzzo;Gwendolyn Y. Davis;Marika D. Ginsburg

  • Assessment of preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale

    John W. Fantuzzo;Brian Sutton-Smith;Kathleen Coyle Coolahan;Patricia Holliday Manz

  • Preschool competency in context: an investigation of the unique contribution of child competencies to early academic success.

    Christine M. McWayne;John W. Fantuzzo;Paul A. McDermott

  • Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis.

    John W. Fantuzzo;Judith A. King;Lauren R. Heller

  • The Effects of Observing Conjugal Violence on Children: A Review and Analysis of Research Methodology

    John W. Fantuzzo;John W. Fantuzzo;Carol Ummel Lindquist

  • Multidimensional assessment of family involvement among urban elementary students

    Patricia H. Manz;John W. Fantuzzo;Thomas J. Power

  • Just Say No to Subtest Analysis: A Critique on Wechsler Theory and Practice:

    Paul A. McDermott;John W. Fantuzzo;Joseph J. Glutting

Frequent Co-Authors

Paul A. McDermott
Paul A. McDermott University of Pennsylvania
Dennis P. Culhane
Dennis P. Culhane University of Pennsylvania
Marc S. Atkins
Marc S. Atkins University of Illinois at Chicago
Richard L. Gorsuch
Richard L. Gorsuch Fuller Theological Seminary
Joseph J. Glutting
Joseph J. Glutting University of Delaware
Marley W. Watkins
Marley W. Watkins Baylor University
Dante Cicchetti
Dante Cicchetti University of Minnesota
Thomas J. Power
Thomas J. Power Children's Hospital of Philadelphia
Ronald E. Riggio
Ronald E. Riggio Claremont McKenna College
Jay Fagan
Jay Fagan Temple University

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