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Robert C. Pianta
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Psychology
USA
2026

D-Index & Metrics

Psychology

D-Index
148
Citations
92932
World Ranking
82
National Ranking
47

Robert C. Pianta 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 Robert C. Pianta 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: 393 publications — 94th percentile

94% of scientists in this discipline score the same or lower.

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

Robert C. Pianta 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 Robert C. Pianta 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: 148 D-Index — 99th percentile

99% 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 United States Leader Award
  • 2025 - Research.com Psychology in United States Leader Award
  • 2011 - Fellow of the American Educational Research Association
  • 2002 - Review of Research Award, American Educational Research Association

Overview

Robert C. Pianta is affiliated with the University of Virginia in the United States. Their research primarily focuses on social sciences, with a special emphasis on psychology. Within these broad fields, their work is concentrated in education, developmental and educational psychology, clinical psychology, pediatrics, perinatology and child health, as well as social psychology.

The main topics covered by their research include early childhood education and development, parental involvement in education, educational and psychological assessments, child and adolescent psychosocial and emotional development, teacher education and leadership studies, child development and digital technology, and youth substance use and school attendance.

Robert C. Pianta has contributed frequently to several academic venues. The most common outlets for their publications are:

  • Early Childhood Research Quarterly
  • Early Education and Development
  • Journal of Applied Developmental Psychology
  • Child Development
  • Frontiers in Psychology

Recent published works include:

  • "Do teachers' years of experience make a difference in the quality of teaching?" (2020, Teaching and Teacher Education)
  • "Teacher-student relationships across the first seven years of education and adolescent outcomes" (2020, Journal of Applied Developmental Psychology)
  • "Preschool Teachers' Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions" (2020, Early Education and Development)
  • "Absenteeism in the First Decade of Education Forecasts Civic Engagement and Educational and Socioeconomic Prospects in Young Adulthood" (2020, Journal of Youth and Adolescence)
  • "The classroom relational environment and children's early development in preschool" (2020, Social Development)

Frequent collaborators in their research include:

  • Jessica Vick Whittaker
  • Virginia E. Vitiello
  • Erik Ruzek
  • Arya Ansari
  • Tara Hofkens

Robert C. Pianta's recognition includes:

  • Fellow of the American Educational Research Association (2011)
  • Review of Research Award, American Educational Research Association (2002)

Best Publications

  • Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade

    Bridget K. Hamre;Robert C. Pianta

  • Enhancing Relationships Between Children and Teachers

    Robert C. Pianta

  • Classroom Assessment Scoring System™ Manual, K-3

    Robert C. Pianta;Karen M. La Paro;Bridget K. Hamre

  • Can Instructional and Emotional Support in the First‐Grade Classroom Make a Difference for Children at Risk of School Failure?

    Bridget K. Hamre;Robert C. Pianta

  • Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    Andrew J. Mashburn;Robert C. Pianta;Bridget K. Hamre;Jason T. Downer

  • Teacher-Child Relationships and Children's Success in the First Years of School.

    Robert C. Pianta;Megan W. Stuhlman

  • Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

    Robert C. Pianta;Bridget K. Hamre

  • Teachers’ judgments of problems in the transition to kindergarten

    Sara E Rimm-Kaufman;Robert C Pianta;Martha J Cox

  • Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs

    Carollee Howes;Margaret Burchinal;Robert Pianta;Donna Bryant

  • The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment

    Robert C. Pianta;Michael S. Steinberg;Kristin B. Rollins

  • An Ecological Perspective on the Transition to Kindergarten: A Theoretical Framework to Guide Empirical Research

    Sara E Rimm-Kaufman;Robert C Pianta

  • Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results From Seven Studies of Preschool Programs

    Diane M. Early;Kelly L. Maxwell;Margaret Burchinal;Soumya Alva

  • Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions?

    Robert Pianta;Carollee Howes;Margaret Burchinal;Donna Bryant

  • Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions

    Robert C. Pianta;Bridget K. Hamre;Joseph P. Allen

  • Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

    Margaret R Burchinal;Ellen Peisner-Feinberg;Robert Pianta;Carollee Howes

  • High-Risk Children In Schools: Constructing Sustaining Relationships

    Robert C. Pianta;Daniel J. Walsh

  • Recent trends in research on teacher–child relationships

    Terri J. Sabol;Robert C. Pianta

  • Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs

    Margaret Burchinal;Nathan Vandergrift;Robert Pianta;Andrew Mashburn

  • The Classroom Assessment Scoring System: Findings from the prekindergarten year.

    Karen M. La Paro;Robert C. Pianta;Megan Stuhlman

  • The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes

    Robert C. Pianta;Karen M. La Paro;Chris Payne;Martha J. Cox

Frequent Co-Authors

Bridget K. Hamre
Bridget K. Hamre University of Virginia
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Jason T. Downer
Jason T. Downer University of Virginia
Carollee Howes
Carollee Howes University of California, Los Angeles
Martha J. Cox
Martha J. Cox University of North Carolina at Chapel Hill
Sarah L. Friedman
Sarah L. Friedman George Washington University
Jay Belsky
Jay Belsky University of California, Davis
Susan J. Spieker
Susan J. Spieker University of Washington
Andrew J. Mashburn
Andrew J. Mashburn Portland State University
Robert H. Bradley
Robert H. Bradley Arizona State University

External Links

Personal website of Robert C. Pianta Google Scholar page

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Best Scientists Citing Robert C. Pianta

Laura M. Justice

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Publications: 128

Margaret Burchinal

Margaret Burchinal

University of North Carolina at Chapel Hill

Publications: 74

Karine Verschueren

Karine Verschueren

KU Leuven

Publications: 67

Marja-Kristiina Lerkkanen

Marja-Kristiina Lerkkanen

University of Jyväskylä

Publications: 64

Jay Belsky

Jay Belsky

University of California, Davis

Publications: 63

Shayne B. Piasta

Shayne B. Piasta

The Ohio State University

Publications: 55

Jari-Erik Nurmi

Jari-Erik Nurmi

University of Jyväskylä

Publications: 53

Jeanne Brooks-Gunn

Jeanne Brooks-Gunn

Columbia University

Publications: 53

Daniel S. Shaw

Daniel S. Shaw

University of Pittsburgh

Publications: 52

Sara E. Rimm-Kaufman

Sara E. Rimm-Kaufman

University of Virginia

Publications: 52

Helma M.Y. Koomen

Helma M.Y. Koomen

University of Amsterdam

Publications: 51

Frederick J. Morrison

Frederick J. Morrison

University of Michigan–Ann Arbor

Publications: 47

Robert H. Bradley

Robert H. Bradley

Arizona State University

Publications: 46

Susan M. Sheridan

Susan M. Sheridan

University of Nebraska–Lincoln

Publications: 44

Hirokazu Yoshikawa

Hirokazu Yoshikawa

New York University

Publications: 44

Jan N. Hughes

Jan N. Hughes

Texas A&M University

Publications: 44

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