World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
106
Citations
51144
World Ranking
462
National Ranking
17

Paul A. Kirschner 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 Paul A. Kirschner 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: 626 publications — 99th percentile

99% of scientists in this discipline score the same or lower.

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

Paul A. Kirschner 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 Paul A. Kirschner 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: 106 D-Index — 96th percentile

96% of scientists in this discipline score the same or lower.

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

Research.com Recognitions

  • 2009 - Fellow of the American Educational Research Association

Overview

Paul A. Kirschner is affiliated with the Open University in the Netherlands. Their research intersects several fields, primarily within Social Sciences, Psychology, and Computer Science. The main subfields of study include Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology, Information Systems, and Sociology and Political Science.

Their work focuses on several prominent topics in education and learning technologies, emphasizing:

  • Innovative Teaching and Learning Methods
  • Visual and Cognitive Learning Processes
  • Online and Blended Learning
  • Online Learning and Analytics
  • Intelligent Tutoring Systems and Adaptive Learning
  • Interprofessional Education and Collaboration
  • Educational Strategies and Epistemologies

Paul A. Kirschner's publication record includes notable recent papers such as:

  • "Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda" (2020), published in Educational Technology Research and Development
  • "Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning" (2020), published in British Journal of Educational Technology
  • "Multimodal data indicators for capturing cognitive, motivational, and emotional learning processes: A systematic literature review" (2020), published in Education and Information Technologies
  • "Learning Design: European Approaches" (2020), published in TechTrends
  • "There is an Evidence Crisis in Science Educational Policy" (2021), published in Educational Psychology Review

Frequent co-authors include:

  • Tim Surma
  • Renate H. M. de Groot
  • Claudio Vanhees
  • Nuno Crato
  • Daniël Muijs

The primary venues where Paul A. Kirschner has published multiple works are:

  • Journal of Computer Assisted Learning
  • Research Square (Research Square)
  • TechTrends
  • Educational Psychology Review
  • Prostaglandins Leukotrienes and Essential Fatty Acids

In addition to journal articles, Paul A. Kirschner has a forthcoming book titled Developing Curriculum for Deep Thinking scheduled for publication in 2025 by Springer Nature (Netherlands).

Recognition for their academic contributions includes being named a Fellow of the American Educational Research Association in 2009.

Best Publications

  • Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

    Paul A. Kirschner;John Sweller;Richard E. Clark

  • Facebook® and academic performance

    Paul A. Kirschner;Aryn C. Karpinski

  • Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research

    CJ Karel Kreijns;PA Kirschner;Wmg Wim Jochems

  • Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design

    Jeroen J. G. van Merriënboer;Paul Arthur Kirschner

  • Taking the load off a learner's mind: Instructional design for complex learning.

    Jeroen J. G. van Merrienboer;Paul A. Kirschner;Liesbeth Kester

  • Cognitive load theory: implications of cognitive load theory on the design of learning

    Paul A. Kirschner

  • Social and cognitive factors driving teamwork in collaborative learning environments : team learning beliefs and behaviors

    Piet Van den Bossche;Wim H. Gijselaers;Mien Segers;Paul A. Kirschner

  • A Five-Dimensional Framework for Authentic Assessment.

    Judith T. M. Gulikers;Theo J. Bastiaens;Paul A. Kirschner

  • The myths of the digital native and the multitasker

    Paul A. Kirschner;Paul A. Kirschner;Pedro De Bruyckere

  • Do Learners Really Know Best? Urban Legends in Education

    Paul A. Kirschner;Jeroen J.G. van Merriënboer

  • A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks

    Femke Kirschner;Fred Paas;Paul A. Kirschner

  • Designing electronic collaborative learning environments

    Paul Kirschner;Jan-Willem Strijbos;Karel Kreijns;Pieter Jelle Beers

  • Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making

    Paul A. Kirschner;Simon J. Buckingham Shum;Chad S. Carr

  • The Sociability of Computer-Supported Collaborative Learning Environments

    CJ Karel Kreijns;PA Kirschner;Wmg Wim Jochems

  • Stop propagating the learning styles myth

    Paul A. Kirschner;Paul A. Kirschner

  • Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries.

    John Sweller;Paul A. Kirschner;Richard E. Clark

  • Team learning: Building shared mental models

    Piet Van den Bossche;Piet Van den Bossche;Wim Gijselaers;Mien Segers;Geert Woltjer

  • An exploration of social networking site use, multitasking, and academic performance among United States and European university students

    Aryn C. Karpinski;Paul A. Kirschner;Ipek Ozer;Jennifer A. Mellott

  • From Cognitive Load Theory to Collaborative Cognitive Load Theory

    Paul A. Kirschner;Paul A. Kirschner;John Sweller;Femke Kirschner;R Jimmy Zambrano

  • Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks

    Liesbeth K.J. Baartman;Liesbeth K.J. Baartman;Theo J. Bastiaens;Theo J. Bastiaens;Paul A. Kirschner;Paul A. Kirschner;Cees P.M. van der Vleuten

  • Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

    Paul A. Kirschner;John Sweller

Frequent Co-Authors

Jeroen J. G. van Merriënboer
Jeroen J. G. van Merriënboer Maastricht University
Liesbeth Kester
Liesbeth Kester Utrecht University
Sanna Järvelä
Sanna Järvelä University of Oulu
Fred Paas
Fred Paas Erasmus University Rotterdam
John Sweller
John Sweller University of New South Wales
Wim H. Gijselaers
Wim H. Gijselaers Maastricht University
Frans J. Prins
Frans J. Prins Utrecht University
Richard E. Clark
Richard E. Clark University of Southern California
Omid Noroozi
Omid Noroozi Wageningen University & Research
Jonna Malmberg
Jonna Malmberg University of Oulu

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Related Online Degrees & Career Pathways

If you’re passionate about psychology, there are a variety of online degrees that can help you launch your career in this growing field. Many students choose to pursue a Bachelor’s or Master’s in Psychology or related counseling programs. Specialized certifications are also essential for some careers, especially if you plan to work in schools or mental health settings.

Becoming a school counselor is a popular pathway for psychology graduates. However, requirements can differ significantly by state. For example, you can review the requirements to be a school counselor in Michigan, which include education, supervised experience, and licensure. Similarly, the process outlined for how to become a school counselor in Minnesota highlights specific coursework and examination standards.

Other states have distinct criteria as well. The Mississippi school counselor certification requirements involve prerequisites and testing, while the Missouri school counselor certification requirements focus on graduate study and counseling experience.

Exploring these pathways can help you understand the varied yet rewarding opportunities available to psychology graduates in the USA.

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