World's Best Scientists 2026 revealed!
Richard J. Shavelson

Richard J. Shavelson

D-Index & Metrics

Social Sciences and Humanities

D-Index
80
Citations
55591
World Ranking
367
National Ranking
170

Richard J. Shavelson publication distribution in Social Sciences and Humanities in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Richard J. Shavelson sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 303 publications — 88th percentile

88% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Richard J. Shavelson D-index placement in Social Sciences and Humanities in 2026

The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Richard J. Shavelson sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 80 D-Index — 95th percentile

95% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Research.com Recognitions

  • 2011 - E. F. Lindquist Award, American Educational Research Association
  • 2010 - E. L. Thorndike Award, American Psychological Association
  • 2008 - Fellow of the American Educational Research Association
  • 2008 - Review of Research Award, American Educational Research Association
  • 1997 - Fellow of the American Association for the Advancement of Science (AAAS)
  • 1981 - Fellow of the American Psychological Association (APA)
  • 1978 - Review of Research Award, American Educational Research Association

Overview

Richard J. Shavelson is affiliated with Stanford University in the United States and has contributed extensively to the social sciences, particularly in education and developmental and educational psychology. Their work intersects with several subfields including social psychology, sociology and political science, and communication.

The research topics frequently addressed in Shavelson's work include:

  • Education and Critical Thinking Development
  • Student Assessment and Feedback
  • Educational Strategies and Epistemologies
  • Higher Education Learning Practices
  • Educational Assessment and Pedagogy
  • Wikis in Education and Collaboration
  • Evaluation and Performance Assessment

Recent publications by Shavelson demonstrate a focus on educational assessment frameworks and critical thinking, with notable papers such as:

  • "Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence" (2020), published in Frontiers in Education
  • "Performance Assessment of Critical Thinking: Conceptualization, Design, and Implementation" (2020), published in Frontiers in Education
  • "The Role of Students' Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments" (2020), published in Frontiers in Psychology
  • "Steps in Designing an Indicator System" (2020), published by Scholarworks (University of Massachusetts Amherst)
  • "Same same but different: The role of subjective domain similarity in the longitudinal interplay among achievement and self-concept in multiple academic domains" (2023), published in Learning and Individual Differences

Frequent collaborators working alongside Shavelson include:

  • Olga Zlatkin-Troitschanskaia
  • Susanne Schmidt
  • Lorenzo Ros McDonnell
  • J. Oakes
  • Henry Braun

Shavelson's research is often published in venues such as:

  • Frontiers in Education
  • BzL - Beiträge zur Lehrerinnen- und Lehrerbildung
  • Zeitschrift für Erziehungswissenschaft
  • Frontiers in Psychology
  • Learning and Individual Differences

In addition to articles, Shavelson has contributed books that reflect their scholarly interests, including:

  • "What Are Educational Indicators and Indicator Systems?" (2020), published by University of Massachusetts Amherst
  • "Measuring College Learning Responsibly" (2020), published by Stanford University Press eBooks

Shavelson has received multiple awards, reflecting longstanding involvement in educational research and assessment. These include:

  • E. F. Lindquist Award, American Educational Research Association (2011)
  • E. L. Thorndike Award, American Psychological Association (2010)
  • Review of Research Award, American Educational Research Association (2008 and 1978)
  • Fellow of the American Educational Research Association (2008)
  • Fellow of the American Association for the Advancement of Science (AAAS) (1997)
  • Fellow of the American Psychological Association (APA) (1981)

Best Publications

  • Self-Concept: Validation of Construct Interpretations

    Richard J. Shavelson;Judith J. Hubner;George C. Stanton

  • Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance.

    Barbara M. Byrne;Richard J. Shavelson;Bengt Muthén

  • Self-Concept: Its Multifaceted, Hierarchical Structure

    Herbert W. Marsh;Richard J. Shavelson

  • My Current Thoughts on Coefficient Alpha and Successor Procedures

    Lee J. Cronbach;Richard J. Shavelson

  • Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior:

    Richard J. Shavelson;Paula Stern

  • Generalizability Theory: A Primer

    Richard J. Shavelson;Noreen M. Webb

  • Statistical Reasoning for the Behavioral Sciences

    Richard J. Shavelson

  • Scientific Research in Education

    Richard J. Shavelson;Lisa Towne

  • Self-Concept: The Interplay of Theory and Methods.

    Richard J. Shavelson;Roger E. Bolus

  • Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results

    Tina Seidel;Richard J. Shavelson

  • A Multifaceted Academic Self-Concept: Its Hierarchical Structure and Its Relation to Academic Achievement

    Herbert W. Marsh;Barbara M. Byrne;Richard J. Shavelson

  • Problems and Issues in the Use of Concept Maps in Science Assessment.

    Maria Araceli Ruiz-Primo;Richard J. Shavelson

  • Beyond dichotomies: Competence viewed as a continuum

    Sigrid Blömeke;Jan-Eric Gustafsson;Richard J. Shavelson

  • Scientific Culture and Educational Research

    Michael J. Feuer;Lisa Towne;Richard J. Shavelson

  • Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278.

    Eva L. Baker;Paul E. Barton;Linda Darling-Hammond;Edward Haertel

  • On the Science of Education Design Studies

    Richard J. Shavelson;D. C. Phillips;Lisa Towne;Michael J. Feuer

  • Sampling Variability of Performance Assessments.

    Richard J. Shavelson;Gail P. Baxter;Xiaohong Gao

  • On the Structure of Adolescent Self-Concept.

    Barbara M. Byrne;Richard J. Shavelson

  • Comparison of Two Concept-Mapping Techniques: Implications for Scoring, Interpretation, and Use.

    Yue Yin;Jim Vanides;Maria Araceli Ruiz-Primo;Carlos C. Ayala

  • Review of Research on Teachers' Pedagogical Judgments, Plans and Decisions.

    Richard J Shavelson

  • The Power of Video Studies in Investigating Teaching andLearning in the Classroom

    Tomáš Janík;Tina Seidel;Peter Bowman;Geraldine Blomberg

  • Scientific Research in Education

    Yvonna S. Lincoln;Richard J. Shavelson;Lisa Towne;Frederick Mosteller

Frequent Co-Authors

Noreen M. Webb
Noreen M. Webb University of California, Los Angeles
Barbara M. Byrne
Barbara M. Byrne University of Ottawa
Robert W. Roeser
Robert W. Roeser Pennsylvania State University
Brian M. Stecher
Brian M. Stecher RAND Corporation
Hilda Borko
Hilda Borko Stanford University
Jan-Eric Gustafsson
Jan-Eric Gustafsson University of Gothenburg
David C. Berliner
David C. Berliner Arizona State University
Herbert W. Marsh
Herbert W. Marsh Australian Catholic University
Sara E. Brownell
Sara E. Brownell Arizona State University
Laura S. Hamilton
Laura S. Hamilton RAND Corporation

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