World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
43
Citations
8143
World Ranking
7238
National Ranking
427

Paul Ginns 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 Ginns 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: 107 publications — 25th percentile

25% of scientists in this discipline score the same or lower.

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

Paul Ginns 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 Ginns 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: 43 D-Index — 38th percentile

38% of scientists in this discipline score the same or lower.

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

Overview

Paul Ginns is affiliated with the University of Sydney in Australia. The research work primarily spans the field of psychology, with a focus on experimental and cognitive psychology, developmental and educational psychology, education, social psychology, and statistics and probability. Their contributions include topics related to visual and cognitive learning processes, science education and pedagogy, education, achievement and giftedness, cognitive and developmental aspects of mathematical skills, child and animal learning development, intelligent tutoring systems and adaptive learning, and online learning and analytics.

Their recent publications illustrate a focus on educational psychology and technology, including studies on learning processes and cognitive load. Notable papers include:

  • "A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research," 2022, Educational Psychology Review
  • "Sequencing Tracing with Imagination," 2021, Educational Psychology Review
  • "University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement," 2022, Learning and Instruction
  • "Load reduction instruction in science and students' science engagement and science achievement," 2020, Journal of Educational Psychology
  • "Pointing and tracing enhance computer-based learning," 2021, Educational Technology Research and Development

Paul Ginns has frequently collaborated with a number of co-authors. These include Andrew J. Martin, Rebecca J. Collie, Roger Kennett, Michael Anderson, and Emma Burns.

Their work has been published reliably in a selection of recurring academic journals. These publication venues are:

  • Educational Psychology Review
  • Learning and Individual Differences
  • Applied Cognitive Psychology
  • The Educational and Developmental Psychologist
  • Learning and Instruction

Best Publications

  • Meta-Analysis of the Modality Effect.

    Paul Ginns

  • Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning

    Paul Ginns;Robert Ellis

  • Integrating information: A meta-analysis of the spatial contiguity and temporal contiguity effects

    Paul Ginns

  • E-learning in higher education: some key aspects and their relationship to approaches to study

    Robert A. Ellis;Paul Ginns;Leanne Piggott

  • Phenomenographic pedagogy and a revised Approaches to teaching inventory

    Keith Trigwell;Michael Prosser;Paul Ginns

  • Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students

    Paul Ginns;Michael Prosser;Simon Barrie

  • Evaluating the Quality of E-Learning at the Degree Level in the Student Experience of Blended Learning.

    Paul Ginns;Rob A. Ellis

  • Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation

    Andrew J. Martin;Brad Papworth;Paul Ginns;Gregory Arief D. Liem

  • Students' interpersonal relationships, personal best (PB) goals, and academic engagement

    Rebecca J. Collie;Andrew J. Martin;Brad Papworth;Paul Ginns

  • Academic buoyancy, student's achievement, and the linking role of control: a cross-lagged analysis of high school students

    Rebecca J. Collie;Andrew J. Martin;Lars Erik Malmberg;James Hall

  • Motivation and engagement: Same or different? Does it matter?

    Andrew J. Martin;Paul Ginns;Brad Papworth

  • Designing Instructional Text in a Conversational Style: A Meta-analysis

    Paul Ginns;Andrew J. Martin;Herbert W. Marsh

  • Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance

    Simon C Barrie;Paul Ginns;Michael Prosser

  • A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability.

    Diana H.J.M. Dolmans;Paul Ginns

  • Real-time motivation and engagement during a month at school: Every moment of every day for every student matters

    Andrew J. Martin;Brad Papworth;Paul Ginns;Lars-Erik Malmberg

  • Readiness for self-directed learning: Validation of a new scale with medical students

    Graham D Hendry;Paul Ginns

  • The relationship between engagement in the scholarship of teaching and learning and students’ course experiences

    Angela Brew;Paul Ginns

  • Academic buoyancy and psychological risk: Exploring reciprocal relationships ☆

    Andrew J. Martin;Paul Ginns;Marc A. Brackett;Lars Erik Malmberg

  • The role of a museum-based science education program in promoting content knowledge and science motivation

    Andrew J. Martin;Tracy L. Durksen;Derek Williamson;Julia Kiss

  • Developing Conceptions of Teaching and the Scholarship of Teaching through a Graduate Certificate in Higher Education.

    Paul Ginns;Jim Kitay;Mike Prosser

  • Examining the Cultural Specificity of Approaches to Learning in Universities in Hong Kong and Sydney

    Doris Y.P. Leung;Paul Ginns;David Kember

  • Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad

    Shirley Agostinho;Sharon K Tindall-Ford;Paul Ginns;Steven J Howard

  • Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain?

    Lijia Lin;Paul Ginns;Tianhui Wang;Peilin Zhang

Frequent Co-Authors

Andrew J. Martin
Andrew J. Martin University of New South Wales
David Kember
David Kember University of Tasmania
Rebecca J. Collie
Rebecca J. Collie University of New South Wales
Michael Prosser
Michael Prosser University of Melbourne
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Fred Paas
Fred Paas Erasmus University Rotterdam
Robert A. Ellis
Robert A. Ellis Griffith University
Diana H. J. M. Dolmans
Diana H. J. M. Dolmans Maastricht University
Marc A. Brackett
Marc A. Brackett Yale University
Rafael A. Calvo
Rafael A. Calvo Imperial College London

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

Exploring a degree in psychology opens the door to a range of meaningful and in-demand careers. One of the most rewarding pathways is working as a substance abuse counselor, a role that combines psychology, counseling, and community service. Requirements and pathways can differ by location, making it important to understand what’s needed in your chosen city.

For instance, if you’re interested in becoming a substance abuse counselor in Charlotte, you’ll need to meet specific state regulations and seek the proper certification. Requirements for substance abuse counselor requirements in Chesapeake often include a combination of academic credentials, clinical experience, and sometimes a state exam. Those considering becoming a substance abuse counselor in Chicago should be aware of Illinois’ licensing standards, which may differ from other states. Meanwhile, substance abuse counselor requirements in Chula Vista reflect California’s specific training and certification processes.

With online psychology degrees increasingly accessible, it’s easier than ever to start your journey in this fulfilling profession. Carefully review local requirements as you plan your educational and career path in psychology and counseling.

Best Scientists Citing Paul Ginns

Trending Scientists

Recently Published Articles