World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
68
Citations
18928
World Ranking
2462
National Ranking
121

Philip D. Parker 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 Philip D. Parker 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: 188 publications — 65th percentile

65% of scientists in this discipline score the same or lower.

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

Philip D. Parker 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 Philip D. Parker 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: 68 D-Index — 79th percentile

79% of scientists in this discipline score the same or lower.

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

Overview

Philip D. Parker is affiliated with the Australian Catholic University in Australia. Their research spans the fields of Psychology and Social Sciences, with a particular focus on subfields such as Education, Social Psychology, Experimental and Cognitive Psychology, Clinical Psychology, and Developmental and Educational Psychology.

Their research topics cover a range of areas including Motivation and Self-Concept in Sports, Education, Achievement, and Giftedness, Physical Activity and Health, Obesity, Physical Activity, Diet, School Choice and Performance, Early Childhood Education and Development, and Behavioral Health and Interventions.

Frequent co-authors in their publications include Herbert W. Marsh, Theresa Dicke, Jiesi Guo, Geetanjali Basarkod, and Taren Sanders.

Philip D. Parker has contributed to several publication venues, often publishing findings in:

  • Journal of Educational Psychology
  • Educational Psychology Review
  • Journal of Personality and Social Psychology
  • Learning and Instruction
  • Review of Educational Research

Among their recent papers are:

  • Effect of exercise for depression: systematic review and network meta-analysis of randomised controlled trials, 2024, BMJ
  • A classification system for teachers' motivational behaviors recommended in self-determination theory interventions, 2023, Journal of Educational Psychology
  • Video Improves Learning in Higher Education: A Systematic Review, 2021, Review of Educational Research
  • Psychological Comparison Processes and Self-Concept in Relation to Five Distinct Frame-Of-Reference Effects: Pan-Human Cross-Cultural Generalizability over 68 Countries, 2020, European Journal of Personality
  • Combinations of Physical Activity, Sedentary Behavior, and Sleep Duration and Their Associations With Physical, Psychological, and Educational Outcomes in Children and Adolescents: A Systematic Review, 2022, American Journal of Epidemiology

Best Publications

  • Exploratory Structural Equation Modeling: An Integration of the Best Features of Exploratory and Confirmatory Factor Analysis

    Herbert Warren Marsh;Alexandre J. S. Morin;Phillip David Parker;Gurvinder Kaur

  • Domain-Specific Physical Activity and Mental Health: A Meta-analysis.

    Rhiannon Lee White;Mark J. Babic;Philip D. Parker;David R. Lubans

  • Self-determination theory applied to physical education: A systematic review and meta-analysis.

    Diego Vasconcellos;Philip D. Parker;Toni Hilland;Renata Cinelli

  • Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes.

    W.L. Quint Oga-Baldwin;Yoshiyuki Nakata;Philip Parker;Richard M. Ryan

  • The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle fallacies

    Herbert W. Marsh;Reinhard Pekrun;Philip D. Parker;Kou Murayama

  • Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.

    Theresa Dicke;Phillip David Parker;Herbert Warren Marsh;Mareike Kunter

  • Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes

    Philip David Parker;Herbert W. Marsh;Joseph Ciarrochi;Sarah Marshall

  • Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages.

    Herbert W. Marsh;Robert J. Vallerand;Marc-André K. Lafrenière;Philip D. Parker

  • Emotion regulation strategies in daily life: mindfulness, cognitive reappraisal and emotion suppression

    Robert Brockman;Joseph Ciarrochi;Philip Parker;Todd Kashdan

  • Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout

    Philip D Parker;Philip D Parker;Andrew J Martin;Susan H Colmar;Gregory A Liem

  • Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation

    Christopher Sean Lonsdale;Taren Grant Sanders;Kristen E. Cohen;Philip Parker

  • Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective

    Jiesi Guo;Philip D. Parker;Herbert W. Marsh;Alexandre J. S. Morin

  • Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal balance between goodness of fit and parsimony.

    Herbert W. Marsh;Jiesi Guo;Theresa Dicke;Philip D. Parker

  • Is Self-Esteem a Cause or Consequence of Social Support? A 4-Year Longitudinal Study.

    Sarah L. Marshall;Phillip D. Parker;Joseph Ciarrochi;Patrick C.L. Heaven

  • What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups.

    Herbert W. Marsh;Jiesi Guo;Philip D. Parker;Benjamin Nagengast

  • Self-compassion protects against the negative effects of low self-esteem : a longitudinal study in a large adolescent sample

    Sarah Marshall;Phillip D Parker;Joseph Ciarrochi;Baljinder K Sahdra

  • Video Improves Learning in Higher Education: A Systematic Review:

    Michael Noetel;Shantell Griffith;Oscar Delaney;Oscar Delaney;Taren Sanders

  • Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study

    Jiesi Guo;Herbert W. Marsh;Herbert W. Marsh;Herbert W. Marsh;Philip D. Parker;Alexandre J.S. Morin

  • Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

    Theresa Dicke;Philip D. Parker;Doris Holzberger;Olga Kunina-Habenicht

  • Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals.

    Theresa Dicke;Herbert W. Marsh;Philip Riley;Philip D. Parker

  • The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success

    Marjorie Seaton;Philip Parker;Herbert W. Marsh;Rhonda G. Craven

Frequent Co-Authors

Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Jiesi Guo
Jiesi Guo Australian Catholic University
Alexandre J. S. Morin
Alexandre J. S. Morin Concordia University
Chris Lonsdale
Chris Lonsdale Australian Catholic University
Joseph Ciarrochi
Joseph Ciarrochi Australian Catholic University
Baljinder K. Sahdra
Baljinder K. Sahdra Australian Catholic University
Thomas Astell-Burt
Thomas Astell-Burt University of Wollongong
Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Rhonda Craven
Rhonda Craven Australian Catholic University
John Jerrim
John Jerrim University College London

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If you are interested in becoming a licensed therapist in Milwaukee or becoming a licensed therapist in Minneapolis, it’s important to review specific local requirements. Consulting official state resources or speaking with academic advisors can help clarify the path forward. No matter where you choose to practice, earning your degree online can provide the flexibility and quality education you need for a rewarding career in psychology.

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