World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
38
Citations
5779
World Ranking
8904
National Ranking
17

Jon-Chao Hong 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 Jon-Chao Hong 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: 344 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: 34 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 701–705 publications: 5 scientists 706+ publications: 100 scientists
31 publications 706+

This scientist: 226 publications — 76th percentile

76% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 706 publications or more.

Jon-Chao Hong 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 Jon-Chao Hong 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: 559 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: 87 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: 79 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: 38 D-Index — 24th percentile

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

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

Overview

Jon-Chao Hong is affiliated with the National Taiwan Normal University in Taiwan. Their research primarily spans the fields of psychology and social sciences, with a strong focus on developmental and educational psychology, experimental and cognitive psychology, education, sociology and political science, and social psychology.

The scientist's research topics include:

  • Creativity in Education and Neuroscience
  • Educational Games and Gamification
  • Impact of Technology on Adolescents
  • Innovative Teaching and Learning Methods
  • Education and Learning Interventions
  • Technology Adoption and User Behaviour
  • Virtual Reality Applications and Impacts

Hong has published papers in several notable venues, frequently contributing to:

  • Frontiers in Psychology
  • PsycTESTS Dataset
  • International Journal of Technology and Design Education
  • Interactive Learning Environments
  • International Journal of Information and Education Technology

Some recent papers include:

  • "Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown," 2021, Personality and Individual Differences
  • "Exploring the role of online EFL learners' perceived social support in their learning engagement: a structural equation model," 2020, Interactive Learning Environments
  • "The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the 'Question-Observation-Doing-Explanation' Model during School Disruption in COVID-19 Pandemic," 2020, Journal of Science Education and Technology
  • "Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown," 2021, Frontiers in Psychology
  • "Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow experience," 2022, Computers & Education

Frequent collaborators in their research include:

  • Kai-Hsin Tai
  • Jian-Hong Ye
  • Jhen-Ni Ye
  • Chi-Ruei Tsai
  • Li Zhao

Best Publications

  • The effect of consumer innovativeness on perceived value and continuance intention to use smartwatch

    Jon-Chao Hong;Pei-Hsin Lin;Pei-Chi Hsieh

  • Creative teachers and creative teaching strategies

    Jeou Shyan Horng;Jon Chao Hong;Lih Juan ChanLin;Shih Hui Chang

  • The effects of metacognition on online learning interest and continuance to learn with MOOCs

    Ya hsun Tsai;Chien hung Lin;Jon chao Hong;Kai hsin Tai

  • Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown

    Jon Chao Hong;Yi Fang Lee;Jian Hong Ye

  • Factors influencing technology integration in teaching: a Taiwanese perspective

    Lih Juan Chanlin;Jon Chao Hong;Jeou Shyan Horng;Shih Hui Chang

  • Exploring the role of online efl learners' perceived social support in their learning engagement: A structural equation model

    Lin Luan;Jon Chao Hong;Miao Cao;Yan Dong

  • Assessing the educational values of digital games

    Jon-Chao Hong;Ching-Ling Cheng;Ming-Yueh Hwang;Chia-Kun Lee

  • Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning

    Jon-Chao Hong;Ming-Yueh Hwang;Elson Szeto;Chi-Ruei Tsai

  • Using a prediction-observation-explanation inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure

    Jon-Chao Hong;Ming-Yueh Hwang;Ming-Chou Liu;Huei-Yin Ho

  • Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system

    Jon Chao Hong;Kai Hsin Tai;Ming Yueh Hwang;Yen Chun Kuo

  • Applying the technology acceptance model in a study of the factors affecting usage of the Taiwan digital archives system

    Jon-Chao Hong;Ming-Yueh Hwang;Hsuan-Fang Hsu;Wan-Tzu Wong

  • Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress

    Jon Chao Hong;Ming Yueh Hwang;Kai Hsin Tai;Pei Hsin Lin

  • A study on thinking strategy between experts and novices of computer games

    Jon Chao Hong;Ming Chou Liu

  • Knowledge management in the learning organization

    Jon Chao Hong;Chia Ling Kuo

  • The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the "Question-Observation-Doing-Explanation" Model during School Disruption in COVID-19 Pandemic.

    Xiantong Yang;Mengmeng Zhang;Lingqiang Kong;Qiang Wang

  • Gender differences in cognitive load and competition anxiety affect 6th grade students' attitude toward playing and intention to play at a sequential or synchronous game

    Ming-Yueh Hwang;Jon-Chao Hong;Hao-Yueh Cheng;Yu-Chi Peng

  • Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown.

    Xiaohong Liu;Wei He;Li Zhao;Jon Chao Hong

  • Applying Technology Acceptance Model (TAM) to explore Users’ Behavioral Intention to Adopt a Performance Assessment System for E-book Production

    Shin Liao;Jon-Chao Hong;Ming-Hui Wen;Yi-Chen Pan

  • Playfulness-based design in educational games: A perspective on an evolutionary contest game.

    Jon Chao Hong;Ming Yueh Hwang;Chin Hsieh Lu;Ching Ling Cheng

  • The relationship between the online social anxiety, perceived information overload and fatigue, and job engagement of civil servant LINE users

    Ming Yueh Hwang;Jon Chao Hong;Kai Hsin Tai;Jiun Ting Chen

  • Effects of cognitive style on digital jigsaw puzzle performance: A GridWare analysis

    Jon-Chao Hong;Ming-Yueh Hwang;Ker-Ping Tam;Yi-Hsuan Lai

Frequent Co-Authors

Shaowei Chen
Shaowei Chen University of California, Santa Cruz

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