World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
33
Citations
5058
World Ranking
10503
National Ranking
5518

Mark L. Davison 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 Mark L. Davison 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: 114 publications — 29th percentile

29% of scientists in this discipline score the same or lower.

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

Mark L. Davison 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 Mark L. Davison 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: 33 D-Index — 10th percentile

10% of scientists in this discipline score the same or lower.

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

Overview

Mark L. Davison is affiliated with the University of Minnesota in the United States and contributes primarily to the field of Psychology. Their research spans several subfields, including Developmental and Educational Psychology, Education, Artificial Intelligence, Statistics and Probability, and Social Psychology.

The main topics of their scholarly work focus on Reading and Literacy Development, Educational Strategies and Epistemologies, Text Readability and Simplification, Education and Critical Thinking Development, Early Childhood Education and Development, Psychometric Methodologies and Testing, and Student Assessment and Feedback.

Davison has published recent papers covering a range of topics in esteemed journals. These include:

  • Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis (2020), published in Reading and Writing
  • Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis (2022), published in Journal of College Reading and Learning
  • Social perception: relationships with general intelligence, working memory, processing speed, visual-spatial ability, and verbal comprehension (2020), published in Educational Psychology
  • Bayesian modeling of associations in bivariate piecewise linear mixed-effects models (2020), published in Psychological Methods
  • Meta-analytic criterion profile analysis (2020), published in Psychological Methods

Their work appears frequently in psychological and educational statistics and methods journals. The notable publication venues for their research include:

  • Psychological Methods
  • Journal of Educational and Behavioral Statistics
  • Reading and Writing
  • Journal of College Reading and Learning
  • Educational Psychology

Davison collaborates recurrently with several researchers, reflecting a network of frequent co-authors. These include Sarah E. Carlson, Ben Seipel, Ernest C. Davenport, Virginia Clinton-Lisell, and Nidhi Kohli.

Best Publications

  • The long-term effects of early parent involvement and parent expectation in the USA

    John Mark Froiland;Aubrey Peterson;Mark L. Davison

  • The Justification of Beliefs in Young Adults: A Longitudinal Study.

    P.M. King;K.S. Kitchener;M.L. Davison;C.A. Parker

  • Parental Expectations and School Relationships as Contributors to Adolescents' Positive Outcomes.

    John Mark Froiland;Mark L. Davison

  • Sequentiality and Consistency in the development of reflective judgment: A six-year longitudinal study

    Karen Strohm Kitchener;Patricia M. King;Philip K. Wood;Mark L. Davison

  • Describing and testing a moderator of the moral judgment and action relationship.

    Stephen J. Thoma;James R. Rest;Mark L. Davison

  • Development of a Brief, Multidimensional, Self-Report Instrument for Treatment Outcomes Assessment in Psychiatric Settings: Preliminary Findings

    Mark L. Davison;Boris Bershadsky;Jacque Bieber;Dan Silversmith

  • High School Mathematics Course-Taking by Gender and Ethnicity

    Ernest C Davenport;Mark L Davison;Haijiang Kuang;Shuai Ding

  • Exploring Gains in Reading and Mathematics Achievement among Regular and Exceptional Students Using Growth Curve Modeling.

    Tacksoo Shin;Mark L. Davison;Jeffrey D. Long;Chi Keung Chan

  • Maximum likelihood versus multiple imputation for missing data in small longitudinal samples with nonnormality.

    Tacksoo Shin;Mark L. Davison;Jeffrey D. Long

  • Introduction to Multidimensional Scaling and Its Applications

    Mark L. Davison

  • The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement

    John Mark Froiland;Mark L. Davison

  • Religious Bias in Moral Development Research: A Psychometric Investigation

    P. Scott Richards;Mark L. Davison

  • The Reliability and Validity of Objective Indices of Moral Development

    Unknown

  • Aloha teachers: teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement

    John Mark Froiland;Mark L. Davison;Frank C. Worrell

  • Effects of Missing Data Methods in Structural Equation Modeling With Nonnormal Longitudinal Data

    Tacksoo Shin;Mark L. Davison;Jeffrey D. Long

  • Age Trends in Judging Moral Issues: A Review of Cross-Sectional, Longitudinal, and Sequential Studies of the Defining Issues Test

    Unknown

  • Estimating Cognitive Profiles Using Profile Analysis via Multidimensional Scaling (PAMS)

    Se Kang Kim;Craig L. Frisby;Mark L Davison

  • Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis

    Virginia Clinton;Terrill Taylor;Surjya Bajpayee;Mark L. Davison

  • 12 – Multidimensional Scaling

    Mark L. Davison

  • Identifying criterion-related patterns of predictor scores using multiple regression.

    Mark L. Davison;Ernest C. Davenport

  • Multidimensional scaling and factor models of test and item responses

    Mark L Davison;Carol L. Skay

  • Using Hierarchical Linear Models to Examine Moderator Effects: Person-by-Organization Interactions

    Mark L. Davison;Nohoon Kwak;Young Seok Seo;Jiyoung Choi

  • The fit between Strong-Campbell Interest Inventory General Occupational Themes and Holland's hexagonal model

    James B. Rounds;Mark L. Davison;Renb V. Dawis

Frequent Co-Authors

P. Scott Richards
P. Scott Richards Brigham Young University
Robert L. Kane
Robert L. Kane University of Minnesota
Jeffrey D. Long
Jeffrey D. Long University of Iowa
Phillip K. Wood
Phillip K. Wood University of Missouri
Paul De Boeck
Paul De Boeck The Ohio State University
Frank C. Worrell
Frank C. Worrell University of California, Berkeley
Deniz S. Ones
Deniz S. Ones University of Minnesota
Fritz Drasgow
Fritz Drasgow University of Illinois at Urbana-Champaign

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Online degrees in psychology and related fields can pave the way for a versatile range of careers, including roles as mental health professionals, educators, and researchers. One of the popular career pathways is becoming a counselor, which may require tailored education and licensure, depending on your location.

Those seeking to become a mental health counselor in Boston will need to follow specific education, training, and licensing steps unique to Massachusetts. Requirements can differ across the country; for instance, if you are exploring mental health counselor requirements in Buffalo, you’ll find New York state regulations that include supervised clinical hours and exams.

Similarly, understanding mental health counselor requirements in Chandler can help Arizona students prepare for state-specific expectations on internships and certifications. Meanwhile, Charlotte mental health counselor education requirements focus on North Carolina’s own licensing standards.

Because each state sets different standards, researching your location’s pathway ensures you choose the right online degree, coursework, and practical experience for your counseling career.

Best Scientists Citing Mark L. Davison

Trending Scientists

Recently Published Articles