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Pedro Rosário

Pedro Rosário

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Psychology
Portugal
2026

D-Index & Metrics

Psychology

D-Index
49
Citations
7683
World Ranking
5759
National Ranking
9

Pedro Rosário 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 Pedro Rosário 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: 201 publications — 69th percentile

69% of scientists in this discipline score the same or lower.

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

Pedro Rosário 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 Pedro Rosário 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: 49 D-Index — 52nd percentile

52% 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

  • 2026 - Research.com Psychology in Portugal Leader Award
  • 2025 - Research.com Psychology in Portugal Leader Award

Overview

Pedro Rosário is affiliated with the University of Minho in Portugal and has contributed extensively to the fields of social sciences and psychology. Their work primarily intersects education, clinical psychology, and sociopolitical aspects of health and development.

Their scholarly publications span multiple subfields including:

  • Education
  • Clinical Psychology
  • Sociology and Political Science
  • Public Health, Environmental and Occupational Health
  • Developmental and Educational Psychology

Research topics frequently addressed by Pedro Rosário include:

  • Parental Involvement in Education
  • Perfectionism, Procrastination, Anxiety Studies
  • Family and Disability Support Research
  • Innovative Teaching and Learning Methods
  • Obesity, Physical Activity, Diet
  • Impact of Technology on Adolescents
  • Child Development and Digital Technology

Their work has been published repeatedly in venues such as:

  • International Journal of Environmental Research and Public Health
  • Frontiers in Psychology
  • Psicothema
  • Children
  • PsycTESTS Dataset

Recent notable publications by Pedro Rosário include:

  • Online vs traditional homework: A systematic review on the benefits to students' performance (2020, Computers & Education)
  • School Engagement in Elementary School: A Systematic Review of 35 Years of Research (2021, Educational Psychology Review)
  • Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables (2020, Frontiers in Psychology)
  • Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects (2021, Teaching and Teacher Education)
  • An Exploratory Study on Sleep Procrastination: Bedtime vs. While-in-Bed Procrastination (2020, International Journal of Environmental Research and Public Health)

Frequent collaborators include:

  • José Carlos Núñez
  • Paula Magalhães
  • Beatriz Pereira
  • Armanda Pereira
  • Jennifer Cunha

Best Publications

  • Eficacia de un programa instruccional para la mejora de procesos y estrategias de aprendizaje en la enseñanza superior

    Pedro Rosário;Rosa Mourão;J. Carlos Núñez;Julio González-Pienda

  • Academic procrastination: associations with personal, school, and family variables.

    Pedro Rosário;Marta Costa;José Carlos Núñez;Julio González-Pienda

  • Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students

    J. C. Nunez;N. Suarez;Pedro Rosário;G. Vallejo

  • Auto-eficacia Docente, Motivación del Profesor y Estrategias de Enseñanza

    Susana Rodríguez;José C. Núñez;Antonio Valle;Rebeca Blas

  • Implementation of training programs in self-regulated learning strategies in Moodle format: Results of a experience in higher education

    José Carlos Núñez;Rebeca Cerezo;Ana Bernardo;Pedro Rosário

  • Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement

    Jose Carlos Nunez;Natalia Suarez;Pedro Rosário;Guillermo Vallejo

  • Self-regulated profiles and academic achievement.

    Antonio Valle;José Carlos Núñez;Ramón G. Cabanach;Julio Antonio González-Pienda

  • El aprendizaje escolar examinado desde la perspectiva del "Modelo 3P" de J. Biggs

    Pedro Rosário;José Carlos Núñez;Julio Antonio González-Pienda;Leandro Almeida

  • Ansiedad ante los exámenes: relación con variables personales y familiares

    Pedro Rosário;José Carlos Núñez;Ana Salgado;Julio Antonio González-Pienda

  • A longitudinal assessment of the effectiveness of a school-based mentoring program in middle school

    José Carlos Núñez;Pedro Rosário;Guillermo Vallejo;Julio Antonio González-Pienda

  • Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula

    Pedro Rosário;José C. Nunez;Júlio González-Pienda;Antonio Valle

  • Homework and academic achievement across Spanish Compulsory Education

    José Carlos Núñez;Natalia Suárez;Rebeca Cerezo;Julio González-Pienda

  • Autorregulación del aprendizaje: una revisión sistemática en revistas de la base SciELO

    P Rosário;A Pereira;J Hõgemann;A. R Nunes

  • Autoeficacia y utilidad percibida como condiciones necesarias para un aprendizaje académico autorregulado.

    Pedro Rosário;Abílio Lourenço;Maria Olímpia Paiva;José Carlos Núñez

  • Grade Level, Study Time, and Grade Retention and Their Effects on Motivation, Self-Regulated Learning Strategies, and Mathematics Achievement: A Structural Equation Model.

    Pedro Rosário;José Carlos Núñez;António Valle;Julio González-Pienda

  • PERFILES MOTIVACIONALES EN ESTUDIANTES DE SECUNDARIA: ANÁLISIS DIFERENCIAL EN ESTRATEGIAS COGNITIVAS, ESTRATEGIAS DE AUTORREGULACIÓN Y RENDIMIENTO ACADÉMICO

    Antonio Valle;José C. Núñez;Ramón G. Cabanach;Susana Rodríguez

  • Does homework design matter? The role of homework's purpose in student mathematics achievement

    Pedro Rosário;José Carlos Núñez;Guillermo Vallejo;Jennifer Cunha

  • Online vs traditional homework: a systematic review on the benefits to students' performance

    Paula Magalhães;Diogo Ferreira;Jennifer Cunha;Pedro Rosário

  • Academic goals and learning quality in higher education students.

    Antonio Valle;José C. Núñez;Ramón G. Cabanach;Julio A. González-Pienda

  • TRABALHO DE CASA, TAREFAS ESCOLARES, AUTO-REGULAÇÃO E ENVOLVIMENTO PARENTAL

    Pedro Rosário;Rosa Mourão;Serafim Soares;Elisa Chaleta

  • Predicción del uso de estrategias de autorregulación en educación superior

    Estrella Fernández;Ana Bernardo;Natalia Suárez;Rebeca Cerezo

  • Perfiles motivacionales y diferencias en variables afectivas, motivacionales y de logro

    Antonio Valle Arias;Susana Rodríguez Ramón G.;Cabanach José Carlos Núñez Pérez;Julio Antonio González Pienda

Frequent Co-Authors

José Carlos Núñez
José Carlos Núñez University of Oviedo
Antonio Valle
Antonio Valle University of A Coruña
Leandro S. Almeida
Leandro S. Almeida University of Minho
Jianzhong Xu
Jianzhong Xu Mississippi State University
Adriana Sampaio
Adriana Sampaio University of Minho
Joyce L. Epstein
Joyce L. Epstein Johns Hopkins University

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