World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
75
Citations
22968
World Ranking
1777
National Ranking
1048

Roger Azevedo 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 Roger Azevedo 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: 265 publications — 83rd percentile

83% of scientists in this discipline score the same or lower.

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

Roger Azevedo 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 Roger Azevedo 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: 75 D-Index — 85th percentile

85% 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

  • 2009 - Fellow of the American Psychological Association (APA)

Overview

Roger Azevedo is affiliated with the University of Central Florida in the United States. Their research focuses primarily on the intersection of psychology and computer science, with significant contributions in developmental and educational psychology, artificial intelligence, and computer science applications. The scholar has authored publications covering a variety of topics including innovative teaching and learning methods, intelligent tutoring systems and adaptive learning, online learning and analytics, educational games and gamification, online and blended learning, educational strategies and epistemologies, and visual and cognitive learning processes.

Their recent papers include:

  • The promise and challenges of generative AI in education (2024) published in Behaviour and Information Technology
  • Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data (2022) published in Computers in Human Behavior
  • Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System (2022) published in Frontiers in Psychology
  • Multimodal learning analytics for game-based learning (2020) published in British Journal of Educational Technology
  • Reflections on the field of metacognition: issues, challenges, and opportunities (2020) published in Metacognition and Learning

Frequent coauthors in their research include:

  • Megan Wiedbusch (37 publications)
  • Daryn A. Dever (30 publications)
  • Elizabeth B. Cloude (16 publications)
  • James C. Lester (14 publications)
  • Dan Carpenter (12 publications)

Their work has been published repeatedly in several key venues:

  • British Journal of Educational Technology (4 publications)
  • Metacognition and Learning (4 publications)
  • International Journal of Artificial Intelligence in Education (4 publications)
  • Frontiers in Psychology (3 publications)
  • Frontiers in Education (3 publications)

Roger Azevedo has also contributed to academic literature through book publications, including the 2023 title "Unobtrusive Observations of Learning in Digital Environments" published by Springer International Publishing.

They have been recognized as a Fellow of the American Psychological Association (APA) since 2009.

Best Publications

  • Does training on self-regulated learning facilitate students' learning with hypermedia?

    Roger Azevedo;Jennifer G. Cromley

  • Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning

    Roger Azevedo

  • Testing and refining the direct and inferential mediation model of reading comprehension

    Jennifer G. Cromley;Roger Azevedo

  • Scaffolding self-regulated learning and metacognition - Implications for the design of computer-based scaffolds

    Roger Azevedo;Allyson F. Hadwin

  • Does Adaptive Scaffolding Facilitate Students' Ability to Regulate their Learning with Hypermedia?.

    Roger Azevedo;Jennifer G Cromley;Diane Seibert

  • A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions

    Jeffrey Alan Greene;Roger Azevedo

  • Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?

    Roger Azevedo;Daniel C. Moos;Jeffrey A. Greene;Fielding I. Winters

  • A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction

    Roger Azevedo;Robert M. Bernard

  • The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia.

    Roger Azevedo;John T. Guthrie;Diane Seibert

  • Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia

    Roger Azevedo;Jennifer G. Cromley;Fielding I. Winters;Daniel C. Moos

  • Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues

    Roger Azevedo

  • A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system☆☆☆

    Jeffrey Alan Greene;Roger Azevedo

  • Understanding Complex Systems: Some Core Challenges

    Cindy E. Hmelo-Silver;Roger Azevedo

  • Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges.

    Roger Azevedo;Daniel C. Moos;Amy M. Johnson;Amber D. Chauncey

  • Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy:

    Daniel C. Moos;Roger Azevedo

  • Computer Environments as Metacognitive Tools for Enhancing Learning

    Roger Azevedo

  • Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion

    Roger Azevedo

  • Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions

    Jeffrey A. Greene;Roger A. Azevedo;Judith Torney-Purta

  • Teaching and Learning in Technology-Rich Environments

    Susanne P. Lajoie;Roger Azevedo

  • International Handbook of Metacognition and Learning Technologies

    Roger Azevedo;Vincent Aleven

  • Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? q

    Roger Azevedo;Jennifer G. Cromley;Diane Seibert

Frequent Co-Authors

Jeffrey A. Greene
Jeffrey A. Greene University of North Carolina at Chapel Hill
Jennifer G. Cromley
Jennifer G. Cromley University of Illinois at Urbana-Champaign
James C. Lester
James C. Lester North Carolina State University
Gautam Biswas
Gautam Biswas Vanderbilt University
Susanne P. Lajoie
Susanne P. Lajoie McGill University
François R. Bouchet
François R. Bouchet Institut d'Astrophysique de Paris
Cristina Conati
Cristina Conati University of British Columbia
Vincent Aleven
Vincent Aleven Carnegie Mellon University
Zhiqiang Cai
Zhiqiang Cai Purdue University West Lafayette
Ronald S. Landis
Ronald S. Landis Illinois Institute of Technology

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Psychology graduates can explore a range of online degrees and career pathways, with substance abuse counseling being one of the most in-demand fields. This profession requires a strong foundation in psychological principles, empathy, and ethical practice. Requirements to begin this career may vary depending on location and specialization.

For example, those interested in becoming a substance abuse counselor in Los Angeles must complete specific educational and licensing steps. The Louisville substance abuse counselors education requirements focus on course completion, supervised experience, and passing state exams.

If you are interested in pursuing this path in Texas, the Lubbock substance abuse counselor certification requirements highlight the importance of both education and hands-on training. Similarly, those aiming for becoming a substance abuse counselor in Madison must meet state-specific criteria.

Online psychology and counseling programs can help you fulfill these requirements no matter where you live. By understanding your state’s regulations and selecting a reputable program, you can prepare for a rewarding career in mental health and addiction support.

Best Scientists Citing Roger Azevedo

Trending Scientists

Recently Published Articles