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Sandra D. Simpkins

D-Index & Metrics

Psychology

D-Index
45
Citations
9820
World Ranking
6622
National Ranking
3596

Sandra D. Simpkins 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 Sandra D. Simpkins 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.

Sandra D. Simpkins 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 Sandra D. Simpkins 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: 45 D-Index — 43rd percentile

43% of scientists in this discipline score the same or lower.

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

Overview

Sandra D. Simpkins is affiliated with the University of California, Irvine in the United States. Their research focuses on areas within social sciences and psychology, with a significant emphasis on education and developmental topics.

The main fields of study in their work include:

  • Social Sciences
  • Psychology

Within these fields, their subfields of study comprise:

  • Education
  • Safety Research
  • Experimental and Cognitive Psychology
  • Social Psychology
  • Clinical Psychology

The research topics frequently addressed in their publications cover:

  • Early Childhood Education and Development
  • Youth Development and Social Support
  • Parental Involvement in Education
  • Education, Achievement, and Giftedness
  • Career Development and Diversity
  • Child and Adolescent Psychosocial and Emotional Development
  • Diverse Education Studies and Reforms

Their recent papers demonstrate a focus on motivational factors and outcomes related to STEM education, gender and racial/ethnic intersections, and extracurricular influences on children's academic and social well-being. Notable publications include:

  • Individuals' math and science motivation and their subsequent STEM choices and achievement in high school and college: A longitudinal study of gender and college generation status differences, 2020, Developmental Psychology
  • High school students' math and science gender stereotypes: relations with their STEM outcomes and socializers' stereotypes, 2021, Social Psychology of Education
  • Gender by racial/ethnic intersectionality in the patterns of Adolescents' math motivation and their math achievement and engagement, 2021, Contemporary Educational Psychology
  • Afterschool programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to children's academic and social well-being?, 2020, Applied Developmental Science
  • Black and Latinx Adolescents' STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support, 2022, Educational Psychology Review

Simpkins has collaborated frequently with several coauthors, notably:

  • Deborah Lowe Vandell
  • Jacquelynne S. Eccles
  • Glona Lee
  • Mark Vincent B. Yu
  • Christine R. Starr

Their research has appeared repeatedly in specific journals, including:

  • Applied Developmental Science
  • Developmental Psychology
  • Journal of Adolescence
  • Journal of Adolescent Research
  • Social Psychology of Education

Best Publications

  • Math and science motivation: A longitudinal examination of the links between choices and beliefs.

    Sandra D. Simpkins;Pamela E. Davis-Kean;Jacquelynne S. Eccles

  • Family Involvement in School and Low-Income Children's Literacy: Longitudinal Associations between and within Families.

    Eric Dearing;Holly Kreider;Sandra Simpkins;Heather B. Weiss

  • Development of Achievement Motivation and Engagement

    Allan Wigfield;Jacquelynne S. Eccles;Jennifer A. Fredricks;Sandra Simpkins

  • The link between children's sport participation and self-esteem: Exploring the mediating role of sport self-concept

    Carly B. Slutzky;Sandra D. Simpkins

  • Families, Schools, and Developing Achievement-Related Motivations and Engagement.

    S. D. Simpkins;J. Fredricks;J. S. Eccles;Sandra Simpkins-Chaput

  • Charting the Eccles' expectancy-value model from mothers' beliefs in childhood to youths' activities in adolescence.

    Sandra D. Simpkins;Jennifer A. Fredricks;Jacquelynne S. Eccles

  • The Contribution of Extracurricular Activities to Adolescent Friendships: New Insights through Social Network Analysis

    David R. Schaefer;Sandra D. Simpkins;Andrea E. Vest;Chara D. Price

  • Adolescent out-of-school activities.

    Joseph L. Mahoney;Deborah Lowe Vandell;Sandra Simpkins;Nicole Zarrett

  • The promotive effects of family educational involvement for low-income children's literacy

    Eric Dearing;Kathleen McCartney;Heather B. Weiss;Holly Kreider

  • Promoting Positive Youth Development Through Organized After-School Activities: Taking a Closer Look at Participation of Ethnic Minority Youth

    Jennifer A. Fredricks;Sandra D. Simpkins

  • Parents’ socializing behavior and children’s participation in math, science, and computer out-of-school activities

    Sandra D. Simpkins;Pamela E. Davis-Kean;Jacquelynne S. Eccles

  • Adolescent Friendships, BMI, and Physical Activity: Untangling Selection and Influence Through Longitudinal Social Network Analysis

    Sandra D. Simpkins;David R. Schaefer;Chara D. Price;Andrea E. Vest

  • Encouraging girls in math and science

    Diane F. Halpern;Joshua Aronson;Nona Reimer;Sandra Simpkins

  • Predicting Participation and Outcomes in Out-of-School Activities: Similarities and Differences across Social Ecologies.

    Sandra D. Simpkins;Marika Ripke;Aletha C. Huston;Jacquelynne S. Eccles

  • How do middle school girls of color develop STEM identities? Middle school girls' participation in science activities and identification with STEM careers

    Hosun Kang;Angela Calabrese Barton;Edna Tan;Sandra D. Simpkins

  • Designing Culturally Responsive Organized After-School Activities.

    Sandra D. Simpkins;Nathaniel R. Riggs;Bic Ngo;Andrea Vest Ettekal

  • Understanding and measuring attendance in out-of-school programs

    S. D. Simpkins;P.M. D. Little;H. B. Weiss;Sandra Simpkins-Chaput

  • Parental support and high school students' motivation in biology, chemistry, and physics: Understanding differences among latino and caucasian boys and girls

    Sandra D. Simpkins;Chara D. Price;Krystal Garcia

  • Using Social Network Analysis to Clarify the Role of Obesity in Selection of Adolescent Friends

    David R. Schaefer;Sandra D. Simpkins

  • Demographic Differences in Patterns of Youth Out-of-School Time Activity Participation

    Suzanne M. Bouffard;Christopher Wimer;Pia Caronongan;Priscilla Little

  • The intersection between self-concepts and values: Links between beliefs and choices in high school

    Sandra D. Simpkins;Pamela E. Davis-Kean

Frequent Co-Authors

Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine
Jennifer A. Fredricks
Jennifer A. Fredricks Connecticut College
Eric Dearing
Eric Dearing Boston College
Deborah Lowe Vandell
Deborah Lowe Vandell University of California, Irvine
Pamela E. Davis-Kean
Pamela E. Davis-Kean University of Michigan–Ann Arbor
Cecilia Menjívar
Cecilia Menjívar University of California, Los Angeles
Ross D. Parke
Ross D. Parke University of California, Riverside
Diane F. Halpern
Diane F. Halpern Claremont McKenna College
Laurence Steinberg
Laurence Steinberg Temple University
Janis E. Jacobs
Janis E. Jacobs Pennsylvania State University

External Links

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Related Online Degrees & Career Pathways

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Potential counselors should also research how to get an lpc license in Wisconsin as well as how to get an lpc license in Wyoming to ensure they meet all local criteria before applying. By staying informed and meeting each state’s specific requirements, graduates can successfully transition from academic study to impactful, licensed practice.

Best Scientists Citing Sandra D. Simpkins

Jacquelynne S. Eccles

Jacquelynne S. Eccles

University of California, Irvine

Publications: 28

Allan Wigfield

Allan Wigfield

University of Maryland, College Park

Publications: 21

Ming-Te Wang

Ming-Te Wang

University of Pittsburgh

Publications: 19

Reed W. Larson

Reed W. Larson

University of Illinois at Urbana-Champaign

Publications: 15

Benjamin Nagengast

Benjamin Nagengast

University of Tübingen

Publications: 14

Richard M. Lerner

Richard M. Lerner

Tufts University

Publications: 14

Katariina Salmela-Aro

Katariina Salmela-Aro

University of Helsinki

Publications: 13

Ulrich Trautwein

Ulrich Trautwein

University of Tübingen

Publications: 13

Christian D. Schunn

Christian D. Schunn

University of Pittsburgh

Publications: 12

Judith M. Harackiewicz

Judith M. Harackiewicz

University of Wisconsin–Madison

Publications: 12

V. Paul Poteat

V. Paul Poteat

Boston College

Publications: 12

Helen Margaret Gilchrist Watt

Helen Margaret Gilchrist Watt

University of Sydney

Publications: 11

Jerel P. Calzo

Jerel P. Calzo

San Diego State University

Publications: 11

Herbert W. Marsh

Herbert W. Marsh

Australian Catholic University

Publications: 11

David W. Putwain

David W. Putwain

Liverpool John Moores University

Publications: 10

E. Mark Cummings

E. Mark Cummings

University of Notre Dame

Publications: 10

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