World's Best Scientists 2026 revealed!
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Ming-Te Wang

D-Index & Metrics

Discipline name D-Index World Ranking Current World Ranking National Ranking Current National Ranking Publications Citations
Psychology 55 4295 3969 2392 2160 121 23300

Ming-Te Wang publications per year

The chart shows the history of publications by Ming-Te Wang between 2009 and 2025, highlighting the no. of papers published in each year and offering an overview of the publication velocity of this scholar. Ming-Te Wang published across 17 years, from 2009 to 2025, averaging 8.6 papers a year. Output peaked at 18 publications in 2020. 16 of the 146 publications appeared in the last two years.

No. of publications
5 10 15
Bar chart. Horizontal axis: year, 2009 to 2025. Vertical axis: number of publications, 0 to 18. Peak 18 publications in 2020. 2009: 1 publication 2010: 3 publications 2011: 2 publications 2012: 7 publications 2013: 5 publications 2014: 7 publications 2015: 3 publications 2016: 5 publications 2017: 12 publications 2018: 10 publications 2019: 17 publications 2020: 18 publications 2021: 16 publications 2022: 14 publications 2023: 10 publications 2024: 10 publications 2025: 6 publications
2009 2025

146 publications in total across all disciplines

View publications per year as a table
Ming-Te Wang: publications per year, 2009 to 2025
Year Publications
2009 1
2010 3
2011 2
2012 7
2013 5
2014 7
2015 3
2016 5
2017 12
2018 10
2019 17
2020 18
2021 16
2022 14
2023 10
2024 10
2025 6
Total 146
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Ming-Te Wang 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 Ming-Te Wang sits on this spectrum.

No. of scientists
200 400 600
Bar chart with 69 bars. Horizontal axis: publications, 31–40 to 705+. Vertical axis: number of scientists, 0 to 736. Most scientists, 736, have 101–110 publications. The last bar groups every scientist with 705 publications or more. The highlighted bar, 121–130 publications, is where this scientist sits. 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
31–40 publications 705+

This scientist: 121 publications — 33rd percentile

33% of scientists in this discipline score the same or lower.

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

View publications distribution as a table
Number of Psychology scientists by publication count, Research.com 2026 ranking edition. Based on 11,416 ranked scientists.
Publications Scientists This scientist
31–40 6
41–50 52
51–60 138
61–70 299
71–80 461
81–90 605
91–100 713
101–110 736
111–120 686
121–130 670 121
131–140 644
141–150 597
151–160 576
161–170 477
171–180 450
181–190 397
191–200 343
201–210 328
211–220 313
221–230 283
231–240 226
241–250 196
251–260 201
261–270 171
271–280 151
281–290 139
291–300 113
301–310 102
311–320 100
321–330 76
331–340 92
341–350 85
351–360 69
361–370 71
371–380 63
381–390 58
391–400 57
401–410 43
411–420 33
421–430 50
431–440 41
441–450 32
451–460 27
461–470 28
471–480 25
481–490 28
491–500 20
501–510 23
511–520 26
521–530 17
531–540 21
541–550 14
551–560 16
561–570 10
571–580 22
581–590 9
591–600 14
601–610 9
611–620 11
621–630 4
631–640 7
641–650 5
651–660 10
661–670 8
671–680 8
681–690 4
691–700 3
701–704 4
705+ 100
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Ming-Te Wang 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 Ming-Te Wang sits on this spectrum.

No. of scientists
200 400 600
Bar chart with 58 bars. Horizontal axis: D-Index, 30–31 to 144+. Vertical axis: number of scientists, 0 to 702. Most scientists, 702, have 32–33 D-Index. The last bar groups every scientist with 144 D-Index or more. The highlighted bar, 54–55 D-Index, is where this scientist sits. 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
30–31 D-Index 144+

This scientist: 55 D-Index — 63rd percentile

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

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

View D-Index distribution as a table
Number of Psychology scientists by D-index, Research.com 2026 ranking edition. Based on 11,416 ranked scientists.
D-Index Scientists This scientist
30–31 398
32–33 702
34–35 671
36–37 659
38–39 641
40–41 671
42–43 617
44–45 558
46–47 495
48–49 487
50–51 445
52–53 390
54–55 408 55
56–57 345
58–59 325
60–61 321
62–63 248
64–65 290
66–67 218
68–69 219
70–71 215
72–73 183
74–75 169
76–77 132
78–79 137
80–81 120
82–83 112
84–85 86
86–87 101
88–89 83
90–91 77
92–93 70
94–95 78
96–97 58
98–99 53
100–101 57
102–103 48
104–105 53
106–107 46
108–109 24
110–111 35
112–113 27
114–115 32
116–117 31
118–119 22
120–121 16
122–123 24
124–125 18
126–127 11
128–129 19
130–131 10
132–133 16
134–135 10
136–137 12
138–139 8
140–141 5
142–143 12
144+ 98
Download as CSV

Overview

Ming-Te Wang is affiliated with the University of Pittsburgh in the United States and has a research focus primarily within the fields of Social Sciences and Psychology. Their contributions have emphasized Education, Clinical Psychology, Social Psychology, Experimental and Cognitive Psychology, as well as Sociology and Political Science. The scholar's work frequently addresses topics such as Early Childhood Education and Development, Child and Adolescent Psychosocial and Emotional Development, Education, Achievement, and Giftedness, Parental Involvement in Education, Education Discipline and Inequality, COVID-19 and Mental Health, and Bullying, Victimization, and Aggression.

Their notable recent publications include:

  • "Classroom climate and children's academic and psychological wellbeing: A systematic review and meta-analysis" (2020, Developmental Review)
  • "The roles of stress, coping, and parental support in adolescent psychological well-being in the context of COVID-19: A daily-diary study" (2021, Journal of Affective Disorders)
  • "COVID-19 Employment Status, Dyadic Family Relationships, and Child Psychological Well-Being" (2021, Journal of Adolescent Health)
  • "Putting the Goal Back into Grit: Academic Goal Commitment, Grit, and Academic Achievement" (2020, Journal of Youth and Adolescence)
  • "Skill, Thrill, and Will: The Role of Metacognition, Interest, and Self-Control in Predicting Student Engagement in Mathematics Learning Over Time" (2021, Child Development)

Frequent co-authors in their research include:

  • Juan Del Toro
  • Christina L. Scanlon
  • James P. Huguley
  • Daphne A. Henry
  • Sarah E. McKellar

The scholar has contributed to multiple publications within specific venues, reflecting consistent engagement with particular academic communities. Key publication venues where they have published frequently are:

  • Journal of Youth and Adolescence
  • Developmental Psychology
  • Child Development
  • Learning and Instruction
  • Journal of Adolescent Health

The concentration on educational environments and psychological wellbeing, especially under conditions such as the COVID-19 pandemic, marks a significant part of their research agenda. Their work spans both empirical studies and systematic reviews, addressing psychological, social, and developmental aspects influencing children and adolescents in educational contexts.

Best Publications

  • Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School

    Ming-Te Wang;Rebecca Holcombe

  • School Climate: A Review of the Construct, Measurement, and Impact on Student Outcomes.

    Ming Te Wang;Jessica L. Degol

  • Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School

    Ming-Te Wang;Jacquelynne S. Eccles

  • School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective

    Ming-Te Wang;Jacquelynne S. Eccles

  • Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions.

    Ming Te Wang;Jessica L. Degol;Jessica L. Degol

  • Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields

    Ming Te Wang;Jessica Degol

  • The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence

    Ming-Te Wang;Jennifer A. Fredricks

  • Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success.

    Ming-Te Wang;Jacquelynne S. Eccles

  • Not Lack of Ability but More Choice: Individual and Gender Differences in Choice of Careers in Science, Technology, Engineering, and Mathematics

    Ming-Te Wang;Jacquelynne S. Eccles;Sarah Kenny

  • The assessment of school engagement: examining dimensionality and measurement invariance by gender and race/ethnicity.

    Ming-Te Wang;Ming-Te Wang;John B. Willett;Jacquelynne S. Eccles

  • Does Parental Involvement Matter for Student Achievement and Mental Health in High School

    Ming-Te Wang;Salam Sheikh-Khalil

  • The Math and Science Engagement Scales: Scale development, validation, and psychometric properties

    Ming-Te Wang;Jennifer A. Fredricks;Feifei Ye;Tara L. Hofkens

  • Staying Engaged: Knowledge and Research Needs in Student Engagement

    Ming Te Wang;Jessica Degol

  • Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment.

    Ming-Te Wang;Maureen Brinkworth;Jacquelynne Eccles

  • Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis

    Ming Te Wang;Jessica L. Degol;Jamie Amemiya;Alyssa Parr

  • Adolescent educational success and mental health vary across school engagement profiles.

    Ming-Te Wang;Stephen C. Peck

  • Part I Commentary: So What Is Student Engagement Anyway?

    Jacquelynne Eccles;Ming-Te Wang

  • The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents

    Ming-Te Wang;Angela Chow;Tara Hofkens;Katariina Salmela-Aro

  • The Trajectories of Adolescents' Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems During the Middle School Years

    Ming Te Wang;Thomas J. Dishion

  • What motivates females and males to pursue careers in mathematics and science

    Jacquelynne S. Eccles;Jacquelynne S. Eccles;Ming-Te Wang;Ming-Te Wang

  • Parental Involvement and African American and European American Adolescents' Academic, Behavioral, and Emotional Development in Secondary School

    Ming-Te Wang;Nancy E. Hill;Tara Hofkens

Frequent Co-Authors

Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine
Jennifer A. Fredricks
Jennifer A. Fredricks Connecticut College
Jiesi Guo
Jiesi Guo Australian Catholic University
Katariina Salmela-Aro
Katariina Salmela-Aro University of Helsinki
Elizabeth A. Stormshak
Elizabeth A. Stormshak University of Oregon
Thomas J. Dishion
Thomas J. Dishion Arizona State University
John B. Willett
John B. Willett Harvard University
Noona Kiuru
Noona Kiuru University of Jyväskylä
Daniel S. Shaw
Daniel S. Shaw University of Pittsburgh
Timo Ahonen
Timo Ahonen University of Jyväskylä

External Links

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Related Online Degrees & Career Pathways

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For example, if you are interested in becoming a school counselor in Utah, you'll need to complete a regionally accredited program and meet specific licensing standards. Those curious about working in Vermont can review the Vermont school counselor education requirements to learn what credentials are necessary.

In Virginia, becoming a counselor requires meeting education, internship, and examination benchmarks—detailed steps can be found in this resource on how to become a school counselor in Virginia. Meanwhile, those pursuing a career in the Pacific Northwest can discover the path to becoming a school counselor in Washington.

Regardless of location, online psychology degrees and specialized certifications can prepare students for rewarding careers in education, mental health, or public service.

Best Scientists Citing Ming-Te Wang

Katariina Salmela-Aro

Katariina Salmela-Aro

University of Helsinki

Publications: 46

Jacquelynne S. Eccles

Jacquelynne S. Eccles

University of California, Irvine

Publications: 22

Andrew J. Martin

Andrew J. Martin

University of New South Wales

Publications: 21

Marja-Kristiina Lerkkanen

Marja-Kristiina Lerkkanen

University of Jyväskylä

Publications: 21

Dewey G. Cornell

Dewey G. Cornell

University of Virginia

Publications: 17

Catherine P. Bradshaw

Catherine P. Bradshaw

University of Virginia

Publications: 15

Anna-Maija Poikkeus

Anna-Maija Poikkeus

University of Jyväskylä

Publications: 14

Karine Verschueren

Karine Verschueren

KU Leuven

Publications: 13

Rebecca J. Collie

Rebecca J. Collie

University of New South Wales

Publications: 13

Herbert W. Marsh

Herbert W. Marsh

Australian Catholic University

Publications: 13

Timothy R. Konold

Timothy R. Konold

University of Virginia

Publications: 12

Ulrich Trautwein

Ulrich Trautwein

University of Tübingen

Publications: 12

Ronnel B. King

Ronnel B. King

Chinese University of Hong Kong

Publications: 11

Noona Kiuru

Noona Kiuru

University of Jyväskylä

Publications: 11

Jari-Erik Nurmi

Jari-Erik Nurmi

University of Jyväskylä

Publications: 11

Jill M. Aldridge

Jill M. Aldridge

Curtin University

Publications: 11

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