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Nathaniel P. von der Embse

Nathaniel P. von der Embse

D-Index & Metrics

Psychology

D-Index
36
Citations
4998
World Ranking
9561
National Ranking
5058

Nathaniel P. von der Embse 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 Nathaniel P. von der Embse 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: 98 publications — 19th percentile

19% of scientists in this discipline score the same or lower.

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

Nathaniel P. von der Embse 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 Nathaniel P. von der Embse 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: 36 D-Index — 19th percentile

19% of scientists in this discipline score the same or lower.

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

Overview

Nathaniel P. von der Embse is affiliated with the University of South Florida in the United States and focuses primarily on research within psychology and social sciences. Their work concentrates on various subfields including clinical psychology, education, developmental and educational psychology, experimental and cognitive psychology, and social psychology.

Their research covers several main topics, specifically:

  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Behavioral and Psychological Studies
  • Mental Health Research Topics
  • Educational and Psychological Assessments
  • Resilience and Mental Health
  • Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes

Frequent coauthors in their scholarly contributions include:

  • Stephen P. Kilgus
  • David W. Putwain
  • Eunsook Kim
  • Katie Eklund
  • Shannon M. Suldo

von der Embse has been published multiple times in specific venues related to school psychology and clinical assessment. These include:

  • Journal of School Psychology
  • School Psychology
  • Journal of Psychopathology and Behavioral Assessment
  • Cognitive Therapy and Research
  • Journal of Psychoeducational Assessment

Some of their recent publications are:

  • Changes in Teacher Stress and Wellbeing Throughout the Academic Year, 2020, Journal of Applied School Psychology
  • Cognitive-behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety, 2020, Anxiety Stress & Coping
  • Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs?, 2021, Journal of School Psychology
  • The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS), 2020, European Journal of Psychological Assessment
  • Editorial Statement About JCCAP's 2023 Special Issue on Informant Discrepancies in Youth Mental Health Assessments: Observations, Guidelines, and Future Directions Grounded in 60 Years of Research, 2023, Journal of Clinical Child & Adolescent Psychology

The body of work by von der Embse contributes across a blend of psychological and educational research disciplines, often addressing the intersections of mental health, anxiety, and assessment in school-related contexts.

Best Publications

  • Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review.

    Nathaniel von der Embse;Dane Jester;Devlina Roy;James Post

  • Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent

    Shannon V. Ryan;Nathaniel P. von der Embse;Laura L. Pendergast;Elina Saeki

  • HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH-STAKES TESTING

    Natasha K. Segool;John S. Carlson;Anisa N. Goforth;Nathan von der Embse

  • Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000–2010

    Nathaniel von der Embse;Justin Barterian;Natasha Segool

  • Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology.

    Laura L. Pendergast;Nathaniel von der Embse;Stephen P. Kilgus;Katie R. Eklund

  • Teacher Stress Interventions: A Systematic Review.

    Nathaniel von der Embse;Shannon V. Ryan;Tera Gibbs;Ariel Mankin

  • The influence of test-based accountability policies on school climate and teacher stress across four states

    Nathaniel P. von der Embse;Laura L. Pendergast;Natasha Segool;Elina Saeki

  • Test Anxiety and High-Stakes Test Performance Between School Settings: Implications for Educators

    Nathaniel P. Von Der Embse;Ramzi Hasson

  • Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies

    Nathaniel P. von der Embse;Lia E. Sandilos;Laura Pendergast;Ariel Mankin

  • Cognitive-behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety.

    David W Putwain;Nathaniel P von der Embse

  • Initial Development and Factor Structure of the Educator Test Stress Inventory.

    Nathaniel P. von der Embse;Stephen P. Kilgus;Hadley J. Solomon;Mark Bowler

  • The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

    Nathaniel P. von der Embse;Alexander M. Schoemann;Stephen P. Kilgus;Maribeth Wicoff

  • Evaluating the applied use of a mental health screener: Structural validity of the Social, Academic, and Emotional Behavior Risk Screener.

    Nathaniel P. von der Embse;Laura L. Pendergast;Stephen P. Kilgus;Katie R. Eklund

  • Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress

    David W. Putwain;Nathaniel P. von der Embse

  • Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) teacher rating scale and multiple gating procedure within elementary and middle school samples

    Stephen P. Kilgus;Katie Eklund;Nathaniel P. von der Embse;Crystal N. Taylor

  • Readying students to test: The influence of fear and efficacy appeals on anxiety and test performance

    Nathaniel P. von der Embse;Brandon K. Schultz;Jeremy D. Draughn

  • Test anxiety, anxiety disorders, and school-related wellbeing: Manifestations of the same or different constructs?

    David W. Putwain;Kristina Stockinger;Nathaniel P. von der Embse;Shannon M. Suldo

  • Multi-informant universal screening: Evaluation of rater, item, and construct variance using a trifactor model.

    Nathaniel von der Embse;Eun Sook Kim;Stephen Kilgus;Robert Dedrick

  • The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS)

    David W. Putwain;Nathaniel P. von der Embse;Emma C. Rainbird;Geoffrey West

  • Cognitive Behavioral Model of Test Anxiety in a High-Stakes Context: An Exploratory Study

    Natasha K. Segool;Nathaniel P. von der Embse;Andrea D. Mata;Jason Gallant

  • The influence of test‐based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress

    Elina Saeki;Natasha Segool;Laura Pendergast;Nathaniel von der Embse

  • High-Stakes Accountability: Student Anxiety and Large-Scale Testing

    Nathaniel P. von der Embse;Sara E. Witmer

Frequent Co-Authors

David W. Putwain
David W. Putwain Liverpool John Moores University
Shannon M. Suldo
Shannon M. Suldo University of South Florida
Ken Christensen
Ken Christensen University of South Florida
Gary L. Canivez
Gary L. Canivez Eastern Illinois University
Tyler L. Renshaw
Tyler L. Renshaw Utah State University
T. Chris Riley-Tillman
T. Chris Riley-Tillman University of Missouri

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