World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
35
Citations
6674
World Ranking
9759
National Ranking
5160

Robert H. Stupnisky 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 H. Stupnisky 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: 52 publications — 1st percentile

1% of scientists in this discipline score the same or lower.

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

Robert H. Stupnisky 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 H. Stupnisky 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: 35 D-Index — 16th percentile

16% of scientists in this discipline score the same or lower.

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

Overview

Robert H. Stupnisky is affiliated with the University of North Dakota in the United States. Their work primarily focuses on psychology, with 13 publications in this field. Within psychology, they have contributed extensively to social psychology, education, clinical psychology, computer science applications, and safety research.

Their research addresses several interconnected topics, including:

  • Motivation and Self-Concept in Sports
  • Career Development and Diversity
  • Perfectionism, Procrastination, Anxiety Studies
  • Grit, Self-Efficacy, and Motivation
  • Open Education and E-Learning
  • Online Learning and Analytics
  • Doctoral Education Challenges and Solutions

Their recent papers cover varied aspects of motivation and educational success, including:

  • Testing the relationships of motivation, time management and career aspirations on graduate students' academic success, 2020, Journal of Applied Research in Higher Education
  • Predicting Research Productivity in STEM Faculty: The Role of Self-determined Motivation, 2022, Research in Higher Education
  • How Does Counseling Psychology Faculty Members' Grit Relate to their Emotions and Success in Teaching and Research?, 2022, Innovative Higher Education
  • Faculty Motivation for OER Textbook Adoption and Future Use, 2022, Innovative Higher Education
  • Testing and exploring the predictors of faculty motivation to use learning analytics to enhance teaching effectiveness, 2022, Journal of Computing in Higher Education

Frequent publication venues where Robert H. Stupnisky's work appears include:

  • Innovative Higher Education
  • Collegiate Aviation Review International
  • Journal of Applied Research in Higher Education
  • Research in Higher Education
  • American Journal of Orthopsychiatry

Collaboration is a consistent feature of their research, with frequent co-authors such as Jordan Jaeger, Michael J. Herbert, Ademola Amida, Muhammad Salahuddin, and Vincent Larivière. These partnerships reflect shared interests in motivation, education, and psychological factors impacting teaching and research effectiveness.

Best Publications

  • Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

    Reinhard Pekrun;Thomas Goetz;Lia M. Daniels;Robert H. Stupnisky

  • A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

    Lia M. Daniels;Robert H. Stupnisky;Reinhard Pekrun;Tara L. Haynes

  • Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes.

    Lia M. Daniels;Tara L. Haynes;Robert H. Stupnisky;Raymond P. Perry

  • Testing the Predictors of Boredom at School: Development and Validation of the Precursors to Boredom Scales.

    Elena C. Daschmann;Thomas Goetz;Robert H. Stupnisky

  • Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)

    Stephanie Lichtenfeld;Reinhard Pekrun;Robert H. Stupnisky;Kristina Reiss

  • The Interrelation of First-Year College Students' Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement.

    Robert H. Stupnisky;Robert D. Renaud;Lia M. Daniels;Tara L. Haynes

  • Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement

    Lisa Respondek;Tina Seufert;Robert Stupnisky;Ulrike E. Nett

  • Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types

    Robert H. Stupnisky;Allison BrckaLorenz;Bridget Yuhas;Frédéric Guay

  • A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students

    Tara L. Haynes;Raymond P. Perry;Robert H. Stupnisky;Lia M. Daniels

  • Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health

    Joelle C. Ruthig;Tara L. Haynes;Robert H. Stupnisky;Raymond P. Perry

  • Bad StartS and Better finiSheS: attriButional retraining and initial performanCe in Competitive aChievement SettingS

    Raymond P. Perry;Robert H. Stupnisky;Nathan C. Hall;Judith G. Chipperfield

  • Reducing the Academic Risks of Over-Optimism: The Longitudinal Effects of Attributional Retraining on Cognition and Achievement

    Tara L. Haynes;Joelle C. Ruthig;Raymond P. Perry;Robert H. Stupnisky

  • Relieving career anxiety and indecision: the role of undergraduate students’ perceived control and faculty affiliations

    Lia M. Daniels;Tara L. Stewart;Robert H. Stupnisky;Raymond P. Perry

  • Not that Different in Theory: Discussing the Control-Value Theory of Emotions in Online Learning Environments.

    Lia M. Daniels;Robert H. Stupnisky

  • Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement

    Robert H. Stupnisky;Robert D. Renaud;Raymond P. Perry;Joelle C. Ruthig

  • Exploring the antecedents of boredom: Do teachers know why students are bored?

    Elena C. Daschmann;Thomas Goetz;Robert H. Stupnisky

  • Attributional retraining and elaborative learning : Improving academic development through writing-based interventions

    Nathan C. Hall;Raymond P. Perry;Thomas Goetz;Joelle C. Ruthig

  • Exploring and testing the predictors of new faculty success: a mixed methods study

    R.H. Stupnisky;M.B. Weaver-Hightower;Y. Kartoshkina

  • Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

    Nikolaus T. Butz;Robert H. Stupnisky;Reinhard Pekrun

  • Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions

    Martin Daumiller;Robert Stupnisky;Stefan Janke

  • The Effect of Attributional Retraining on Mastery and Performance Motivation Among First-Year College Students

    Tara L. Haynes;Lia M. Daniels;Robert H. Stupnisky;Raymond P. Perry

Frequent Co-Authors

Raymond P. Perry
Raymond P. Perry University of Manitoba
Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Nathan C. Hall
Nathan C. Hall McGill University
Thomas Goetz
Thomas Goetz University of Vienna
Frédéric Guay
Frédéric Guay Université Laval
Judith G. Chipperfield
Judith G. Chipperfield University of Manitoba
Kou Murayama
Kou Murayama University of Reading
Michel Boivin
Michel Boivin Université Laval
Anne C. Frenzel
Anne C. Frenzel Ludwig-Maximilians-Universität München
Ginette Dionne
Ginette Dionne Université Laval

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Related Online Degrees & Career Pathways

As you consider studying Psychology in the USA, it's worth exploring related online degrees and the variety of career pathways they unlock. One of the most popular pathways for psychology graduates is social work, which offers a chance to make a significant impact on individuals and communities.

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Earning a psychology or social work degree online can provide flexibility and broad access to accredited programs. No matter your state, researching local licensure and educational requirements is crucial to starting a successful career in helping others.

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