World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
71
Citations
43925
World Ranking
2101
National Ranking
1220

Judith M. Harackiewicz 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 Judith M. Harackiewicz 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: 135 publications — 41st percentile

41% of scientists in this discipline score the same or lower.

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

Judith M. Harackiewicz 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 Judith M. Harackiewicz 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: 71 D-Index — 82nd percentile

82% of scientists in this discipline score the same or lower.

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

Research.com Recognitions

  • 2016 - Fellow of the American Educational Research Association

Overview

Judith M. Harackiewicz is affiliated with the University of Wisconsin-Madison in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a focus on various subfields including Social Psychology, Experimental and Cognitive Psychology, Safety Research, Education, and Developmental and Educational Psychology.

The scientist's work centers on topics such as Education, Achievement, and Giftedness, Career Development and Diversity, Motivation and Self-Concept in Sports, Mentoring and Academic Development, Educational Strategies and Epistemologies, Cultural Differences and Values, and Innovative Teaching and Learning Methods.

Judith M. Harackiewicz has published frequently in venues such as Motivation Science, Proceedings of the National Academy of Sciences, Journal of Educational Psychology, Frontiers in Psychology, and UNC Libraries. Their recent papers include:

  • Open science, communal culture, and women's participation in the movement to improve science (2020, Proceedings of the National Academy of Sciences)
  • College students' reasons for leaving biomedical fields: Disenchantment with biomedicine or attraction to other fields? (2020, Journal of Educational Psychology)
  • The role of utility value in promoting interest development (2020, Motivation Science)
  • Utility-value intervention promotes persistence and diversity in STEM (2023, Proceedings of the National Academy of Sciences)
  • Inside the STEM pipeline: Changes in students' biomedical career plans across the college years (2021, Science Advances)

Their frequent co-authors include Michael W. Asher, Cameron A. Hecht, Janet Shibley Hyde, Jessi L. Smith, and Dustin B. Thoman, with multiple collaborations reflecting sustained research partnerships.

Judith M. Harackiewicz has been recognized as a Fellow of the American Educational Research Association since 2016.

Best Publications

  • Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.

    Andrew J. Elliot;Judith M. Harackiewicz

  • Motivating the Academically Unmotivated: A Critical Issue for the 21st Century:

    Suzanne Hidi;Judith M Harackiewicz

  • Goal setting, achievement orientation, and intrinsic motivation: a mediational analysis.

    Andrew J. Elliot;Judith M. Harackiewicz

  • Revision of achievement goal theory: Necessary and illuminating.

    Judith M. Harackiewicz;Kenneth E. Barron;Paul R. Pintrich;Andrew J. Elliot

  • A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels?

    Chris S. Hulleman;Sheree M. Schrager;Shawn M. Bodmann;Judith M. Harackiewicz

  • Promoting Interest and Performance in High School Science Classes

    Chris S. Hulleman;Judith M. Harackiewicz

  • Achievement goals and optimal motivation: testing multiple goal models.

    Kenneth E. Barron;Judith M. Harackiewicz

  • Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation

    Judith M. Harackiewicz;Kenneth E. Barron;John M. Tauer;Andrew J. Elliot

  • Short-term and long-term consequences of achievement goals: Predicting interest and performance over time.

    Judith M. Harackiewicz;Kenneth E. Barron;John M. Tauer;Suzanne M. Carter

  • Rethinking achievement goals: When are they adaptive for college students and why?

    Judith M. Harackiewicz;Kenneth E. Barron;Andrew J. Elliot

  • Predictors and Consequences of Achievement Goals in the College Classroom: Maintaining Interest and Making the Grade

    Judith M. Harackiewicz;Kenneth E. Barron;Suzanne M. Carter;Alan T. Lehto

  • Intrinsic and extrinsic motivation : the search for optimal motivation and performance

    Carol Sansone;Judith M. Harackiewicz

  • Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions

    Corwin Senko;Chris S. Hulleman;Judith M. Harackiewicz

  • Enhancing interest and performance with a utility value intervention.

    Chris S. Hulleman;Olga Godes;Bryan L. Hendricks;Judith M. Harackiewicz

  • The Role of Achievement Goals in the Development of Interest: Reciprocal Relations Between Achievement Goals, Interest, and Performance

    Judith M. Harackiewicz;Amanda M. Durik;Kenneth E. Barron;Lisa Linnenbrink-Garcia

  • Task values, achievement goals, and interest: An integrative analysis.

    Chris S. Hulleman;Amanda M. Durik;Shaun B. Schweigert;Judith M. Harackiewicz

  • Helping Parents to Motivate Adolescents in Mathematics and Science An Experimental Test of a Utility-Value Intervention

    Judith M. Harackiewicz;Christopher S. Rozek;Chris S. Hulleman;Janet S. Hyde

  • The effects of reward contingency and performance feedback on intrinsic motivation.

    Judith M. Harackiewicz

  • Achievement goals and intrinsic motivation.

    Judith M. Harackiewicz;Andrew J. Elliot

  • Interest Matters: The Importance of Promoting Interest in Education

    Judith M. Harackiewicz;Jessi L. Smith;Stacy J. Priniski

Frequent Co-Authors

Janet Shibley Hyde
Janet Shibley Hyde University of Wisconsin–Madison
Carol Sansone
Carol Sansone University of Utah
Andrew J. Elliot
Andrew J. Elliot University of Rochester
Céline Darnon
Céline Darnon University of Clermont Auvergne
Fabrizio Butera
Fabrizio Butera University of Lausanne
Gabriel Mugny
Gabriel Mugny University of Geneva
Jill Burstein
Jill Burstein Princeton University
Lisa Linnenbrink-Garcia
Lisa Linnenbrink-Garcia Michigan State University
Jessi L. Smith
Jessi L. Smith University of Colorado Colorado Springs
John F. Kihlstrom
John F. Kihlstrom University of California, Berkeley

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