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D-Index & Metrics

Psychology

D-Index
39
Citations
6305
World Ranking
8571
National Ranking
856

Julie A. Hadwin 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 Julie A. Hadwin 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: 103 publications — 22nd percentile

22% of scientists in this discipline score the same or lower.

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

Julie A. Hadwin 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 Julie A. Hadwin 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: 39 D-Index — 27th percentile

27% of scientists in this discipline score the same or lower.

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

Overview

Julie A. Hadwin is affiliated with the University of Southampton in the United Kingdom. Their research primarily lies within the fields of psychology and social sciences, with a specific focus on clinical psychology, cognitive neuroscience, experimental and cognitive psychology, education, and developmental and educational psychology.

The scientist's work covers a range of topics including:

  • Child Development and Digital Technology
  • Child and Adolescent Psychosocial and Emotional Development
  • Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
  • Autism Spectrum Disorder Research
  • Obsessive-Compulsive Spectrum Disorders
  • Innovative Teaching and Learning Methods
  • Memory Processes and Influences

Julie A. Hadwin has contributed to multiple scholarly articles published in a variety of academic journals. Notable recent papers include:

  • Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism, 2020, Journal of Autism and Developmental Disorders
  • Research Review: A systematic review and meta-analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents, 2020, Journal of Child Psychology and Psychiatry
  • A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence, 2021, Educational Psychology Review
  • The roles of sex and gender in child and adolescent mental health, 2022, JCPP Advances
  • The benefits of successive relearning on multiple learning outcomes, 2021, Journal of Educational Psychology

Their research is frequently published in venues such as Educational Psychology Review, Journal of Cognitive Psychology, Journal of Autism and Developmental Disorders, Journal of Child Psychology and Psychiatry, and JCPP Advances.

Frequent collaborators in their scholarly work include Henry Wood-Downie, Hanna Kovshoff, Philip A. Higham, Athina Manoli, and Bonnie Wong.

Best Publications

  • Anxiety and Depression in Academic Performance: An Exploration of the Mediating Factors of Worry and Working Memory

    Matthew Owens;Jim Stevenson;Julie A. Hadwin;Roger Norgate

  • Processing efficiency theory in children: working memory as a mediator between trait anxiety and academic performance.

    Matthew Owens;Jim Stevenson;Roger Norgate;Julie A. Hadwin

  • Pleased and surprised: Children's cognitive theory of emotion

    Julie Hadwin;Josef Perner

  • Can we teach children with autism to understand emotions, belief, or pretence?

    Julie Hadwin;Simon Baron-Cohen;Patricia Howlin;Katie Hill

  • Exploring the function of selective attention and hypervigilance for threat in anxiety

    Helen J. Richards;Valerie Benson;Nick Donnelly;Julie A. Hadwin

  • The development of information processing biases in childhood anxiety: A review and exploration of its origins in parenting

    Julie A. Hadwin;Matthew Garner;Gisela Perez-Olivas

  • Does Teaching Theory of Mind Have an Effect on the Ability to Develop Conversation in Children with Autism

    Julie Hadwin;Simon Baron-Cohen;Patricia Howlin;Katie Hill

  • When does anxiety help or hinder cognitive test performance? The role of working memory capacity.

    Matthew Owens;Jim Stevenson;Julie A. Hadwin;Roger Norgate

  • Cognitive processing and trait anxiety in typically developing children: evidence for an interpretation bias.

    Julie Hadwin;Susie Frost;Christopher C. French;Anne Richards

  • Teaching Children with Autism to Mind-read: A Practical Guide

    Patricia Howlin;Simon Baron-Cohen;Julie A. Hadwin

  • The development of emotion recognition from facial expressions and non-linguistic vocalizations during childhood

    Georgia Chronaki;Georgia Chronaki;Julie A. Hadwin;Matthew Garner;Pierre Maurage

  • Sex/Gender Differences in Camouflaging in Children and Adolescents with Autism

    Henry Wood-Downie;Bonnie Wong;Bonnie Wong;Hanna Kovshoff;William Mandy

  • Psychometric properties of reaction time based experimental paradigms measuring anxiety-related information-processing biases in children

    Hannah Brown;Thalia Eley;S Broeren;C Macleod

  • Face processing in high-functioning adolescents with autism: Evidence for weak central coherence

    Beatriz Lopez;Nick Donnelly;Julie A Hadwin;Susan R Leekam

  • Teaching Children with Autism to Mind-Read: A Practical Guide for Teachers and Parents

    Patricia Howlin;Simon Baron-Cohen;Julie Hadwin

  • State anxiety and working memory in children: A test of processing efficiency theory

    Julie A. Hadwin;Joanna Brogan;Jim Stevenson

  • Research Review: A systematic review and meta-analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents.

    Henry Wood-Downie;Bonnie Wong;Hanna Kovshoff;Samuele Cortese

  • Visual search in children and adults: Top-down and bottom-up mechanisms

    Nick Donnelly;Kyle Cave;Rebecca Greenway;Julie A. Hadwin

  • The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs

    Emily Jane Prince;Julie Hadwin

  • Psychosocial adjustment in children and adolescents with a parent with multiple sclerosis: a systematic review

    Angeliki Bogosian;Rona Moss-Morris Moss-Morris;Julie Hadwin

  • The influence of children's self‐report trait anxiety and depression on visual search for emotional faces

    Julie A. Hadwin;Nick Donnelly;Christopher C. French;Anne Richards

  • Information processing biases and anxiety: a developmental perspective

    Julie A Hadwin;Andy P Field

Frequent Co-Authors

Matthew Garner
Matthew Garner University of Southampton
Simon Paul Liversedge
Simon Paul Liversedge University of Central Lancashire
Edmund J.S. Sonuga-Barke
Edmund J.S. Sonuga-Barke King's College London
Jim Stevenson
Jim Stevenson University of Southampton
Rona Moss-Morris
Rona Moss-Morris King's College London
Patricia Howlin
Patricia Howlin King's College London
Simon Baron-Cohen
Simon Baron-Cohen University of Cambridge
Anne Richards
Anne Richards Birkbeck, University of London
Christopher C. French
Christopher C. French Goldsmiths University of London
Andy P. Field
Andy P. Field University of Sussex

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