World's Best Scientists 2026 revealed!
Michael T. Willoughby

Michael T. Willoughby

D-Index & Metrics

Psychology

D-Index
66
Citations
15607
World Ranking
2719
National Ranking
1561

Michael T. Willoughby 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 Michael T. Willoughby 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: 181 publications — 63rd percentile

63% of scientists in this discipline score the same or lower.

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

Michael T. Willoughby 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 Michael T. Willoughby 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: 66 D-Index — 77th percentile

77% of scientists in this discipline score the same or lower.

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

Overview

Michael T. Willoughby is affiliated with RTI International in the United States. Their research primarily focuses on developmental psychology, with significant contributions to the understanding of child and adolescent psychosocial and emotional development, early childhood education, and infant development and preterm care.

Their recent publications explore various aspects of child psychology and development. Notable papers include:

  • Examining Longitudinal Associations between Externalizing and Internalizing Behavior Problems at Within- and Between-Child Levels, 2020, Journal of Abnormal Child Psychology
  • Measurement models for studying child executive functioning: Questioning the status quo., 2020, Developmental Psychology
  • Short report: Improving motor competence skills in early childhood has corollary benefits for executive function and numeracy skills, 2020, Developmental Science
  • Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes, 2020, Child Development
  • Improvements in motor competence skills are associated with improvements in executive function and math problem-solving skills in early childhood., 2021, Developmental Psychology

Willoughby's research spans multiple subfields including clinical psychology, education, developmental and educational psychology, pediatrics, perinatology and child health, as well as psychiatry and mental health.

The main topics covered in their work include:

  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Infant Development and Preterm Care
  • Attention Deficit Hyperactivity Disorder
  • Children's Physical and Motor Development
  • Cognitive and developmental aspects of mathematical skills
  • Child Abuse and Trauma

Frequent collaborators of Michael T. Willoughby include Clancy Blair, W. Roger Mills-Koonce, Lynne Vernon-Feagans, Mark T. Greenberg, and Kesha Hudson, indicating a network of interdisciplinary partnerships that contribute to the fields of child development and psychology.

The scientist's work has been published extensively in several venues. The most common publication sources are:

  • UNC Libraries
  • Developmental Psychology
  • Psychological Assessment
  • Journal of Abnormal Child Psychology
  • Journal of Experimental Child Psychology

Michael T. Willoughby's body of work contributes to understanding complex developmental processes during childhood and adolescence, with a focus on both behavioral and cognitive development within diverse and applied psychological contexts.

Best Publications

  • Salivary Cortisol Mediates Effects of Poverty and Parenting on Executive Functions in Early Childhood

    Clancy Blair;Douglas A. Granger;Michael Willoughby;Roger Mills-Koonce

  • On the Practical Interpretability of Cross-Lagged Panel Models: Rethinking a Developmental Workhorse.

    Daniel Berry;Michael T. Willoughby

  • Poverty as a predictor of 4-year-olds' executive function: new perspectives on models of differential susceptibility

    C. Cybele Raver;Clancy Blair;Michael Willoughby

  • Executive function in early childhood: longitudinal measurement invariance and developmental change.

    Michael T. Willoughby;R. J. Wirth;Clancy B. Blair

  • Executive Function: Implications for Education. NCER 2017-2000.

    Philip David Zelazo;Clancy B. Blair;Michael T. Willoughby

  • The measurement of executive function at age 5: psychometric properties and relationship to academic achievement.

    Michael T. Willoughby;Clancy B. Blair;R. J. Wirth;Mark Greenberg

  • The measurement of executive function at age 3 years: psychometric properties and criterion validity of a new battery of tasks.

    Michael T. Willoughby;Clancy B. Blair;R. J. Wirth;Mark Greenberg

  • Contributions of Hot and Cool Self-Regulation to Preschool Disruptive Behavior and Academic Achievement

    Michael Willoughby;Janis Kupersmidt;Mare Voegler-Lee;Donna Bryant

  • Predictors of behavioral regulation in kindergarten: Household chaos, parenting, and early executive functions.

    Lynne Vernon-Feagans;Michael Willoughby;Patricia Garrett-Peters

  • Chaos, poverty, and parenting: Predictors of early language development

    Lynne Vernon-Feagans;Patricia Garrett-Peters;Michael Willoughby;Roger Mills-Koonce

  • Developmental course of ADHD symptomatology during the transition from childhood to adolescence: a review with recommendations.

    Michael T. Willoughby

  • Maternal and child contributions to cortisol response to emotional arousal in young children from low-income, rural communities.

    Clancy Blair;Douglas A. Granger;Katie T. Kivlighan;Roger Mills-Koonce

  • Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children

    Caroline Fitzpatrick;Rachel D. McKinnon;Clancy B. Blair;Michael T. Willoughby

  • Interdependence of Parenting of Mothers and Fathers of Infants

    Melissa A. Barnett;Min Deng;W. Roger Mills-Koonce;Michael Willoughby

  • Early Communicative Gestures Prospectively Predict Language Development and Executive Function in Early Childhood

    Laura J. Kuhn;Michael T. Willoughby;Makeba Parramore Wilbourn;Lynne Vernon-Feagans

  • Testing main effects and interactions in latent curve analysis.

    Patrick J. Curran;Daniel J. Bauer;Michael T. Willoughby

  • Attention-deficit/hyperactivity disorder (ADHD) and being overweight/obesity: New data and meta-analysis

    Joel T. Nigg;Jeanette M. Johnstone;Erica D. Musser;Hilary Galloway Long

  • The efficacy, safety, and practicality of treatments for adolescents with attention-deficit/hyperactivity disorder (ADHD).

    Bradley H. Smith;Daniel A. Waschbusch;Michael T. Willoughby;Steven Evans

  • Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations

    Susan B. Campbell;Susanne A. Denham;Grace Z. Howarth;Stephanie M. Jones

  • Music education, academic achievement, and executive functions

    Steven J. Holochwost;Cathi B. Propper;Dennie Palmer Wolf;Michael T. Willoughby

  • Parenting quality, DRD4, and the prediction of externalizing and internalizing behaviors in early childhood

    C. Propper;M. Willoughby;Carolyn T Halpern;M. A. Carbone

  • Executive function mediates socio-economic and racial differences in early academic achievement

    Kimberly Turner Nesbitt;Lynne Baker-Ward;Michael T. Willoughby

Frequent Co-Authors

Clancy Blair
Clancy Blair New York University
Daniel A. Waschbusch
Daniel A. Waschbusch Pennsylvania State University
W. Roger Mills-Koonce
W. Roger Mills-Koonce University of North Carolina at Greensboro
Lynne Vernon-Feagans
Lynne Vernon-Feagans University of North Carolina at Chapel Hill
Douglas A. Granger
Douglas A. Granger University of California, Irvine
Martha J. Cox
Martha J. Cox University of North Carolina at Chapel Hill
Mark T. Greenberg
Mark T. Greenberg Pennsylvania State University
William E. Pelham
William E. Pelham Florida International University
Janis B. Kupersmidt
Janis B. Kupersmidt Innovation Research and Training
Cathi B. Propper
Cathi B. Propper University of North Carolina at Chapel Hill

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Related Online Degrees & Career Pathways

If you’re considering a career in psychology, there are several online degree options and licensure pathways to explore. Many students start with a bachelor’s degree in psychology, but becoming a licensed professional counselor (LPC) requires a graduate degree and state-specific credentials.

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It's important to research your state’s guidelines carefully, as coursework, supervised experience, and examination requirements can vary. Earning your degree through an accredited online program can make meeting these requirements more flexible, while opening diverse pathways in mental health, academic, or research careers.

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