World's Best Scientists 2026 revealed!
Sandra L. Christenson

Sandra L. Christenson

D-Index & Metrics

Psychology

D-Index
53
Citations
22222
World Ranking
4695
National Ranking
2603

Sandra L. Christenson 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 L. Christenson 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: 114 publications — 29th percentile

29% of scientists in this discipline score the same or lower.

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

Sandra L. Christenson 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 L. Christenson 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: 53 D-Index — 59th percentile

59% of scientists in this discipline score the same or lower.

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

Overview

Sandra L. Christenson is affiliated with the University of Minnesota in the United States. Their research primarily spans the field of social sciences, with a concentration on education and clinical psychology subfields. Their work broadly addresses topics related to parental involvement in education, youth substance use and school attendance, school choice and performance, early childhood education and development, and family and disability support research.

Recent publications by Christenson include:

  • The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check & Connect Program, 2020, Journal of Policy Analysis and Management
  • Understanding the dynamic interinfluences of implementation processes: An illustration by multiple case studies, 2020, Evaluation and Program Planning
  • The Effect of Mentoring on School Attendance and Academic Outcomes: A Randomized Evaluation of the Check & Connect Program, 2020, SSRN Electronic Journal

Frequent co-authors working alongside Christenson include:

  • Jonathan Guryan
  • Ashley Cureton
  • Ijun Lai
  • Jens Ludwig
  • Catherine Schwarz

Christenson's research has been published in venues such as:

  • Journal of Policy Analysis and Management
  • Evaluation and Program Planning
  • SSRN Electronic Journal

The topics that feature prominently in Christenson's scholarly work are:

  • Parental Involvement in Education
  • Youth Substance Use and School Attendance
  • School Choice and Performance
  • Early Childhood Education and Development
  • Family and Disability Support Research

This profile reflects the various dimensions of Sandra L. Christenson's academic contributions without interpretation or subjective evaluation, focusing on their published record, research interests, collaboration network, and affiliations.

Best Publications

  • Student engagement with school: Critical conceptual and methodological issues of the construct.

    James J. Appleton;Sandra L. Christenson;Michael J. Furlong

  • Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument

    James J. Appleton;Sandra L. Christenson;Dongjin Kim;Amy L. Reschly

  • Handbook of Research on Student Engagement.

    Sandra L. Christenson;Amy L. Reschly;Cathy Wylie

  • Schools and families: Creating essential connections for learning.

    Sandra L. Christenson;Susan M. Sheridan

  • Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct

    Amy L. Reschly;Sandra L. Christenson

  • School Dropouts Prevention Considerations, Interventions, and Challenges

    Sandra L. Christenson;Martha L. Thurlow

  • Trust and the Family-School Relationship: Examination of Parent-Teacher Differences in Elementary and Secondary Grades.

    Kimberly S Adams;Sandra L Christenson

  • The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students.

    Sandra L. Christenson

  • Prediction of Dropout Among Students With Mild Disabilities A Case for the Inclusion of Student Engagement Variables

    Amy L. Reschly;Sandra L. Christenson

  • Family factors and student achievement: An avenue to increase students' success

    Sandra L. Christenson;Theresa Rounds;Deborah Gorney

  • Check & Connect: The importance of relationships for promoting engagement with school

    Amy R Anderson;Sandra L Christenson;Mary F Sinclair;Camilla A Lehr

  • Promoting School Completion of Urban Secondary Youth with Emotional or Behavioral Disabilities

    Mary F. Sinclair;Sandra L. Christenson;Martha L. Thurlow

  • Engaging students at school and with learning: A relevant construct for all students

    Michael J. Furlong;Sandra L. Christenson

  • Best practices in fostering student engagement

    Sandra L. Christenson;A. L. Reschly;J. J. Appleton;S. Berman

  • Facilitating Student Engagement: Lessons Learned from Check & Connect Longitudinal Studies

    Mary F. Sinclair;Sandra L. Christenson;Camilla A. Lehr;Amy Reschly Anderson

  • Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes

    Dawn M. Decker;Daria Paul Dona;Sandra L. Christenson

  • Dropout prevention for youth with disabilities : Efficacy of a sustained school engagement procedure

    Mary F. Sinclair;Sandra L. Christenson;David L. Evelo;Christine M. Hurley

  • Addressing Student Engagement and Truancy Prevention During the Elementary School Years: A Replication Study of the Check & Connect Model.

    Camilla A. Lehr;Mary F. Sinclair;Sandra L. Christenson

  • Handbook of School-Family Partnerships.

    Sandra L. Christenson;Amy L. Reschly

  • Critical Instructional Factors for Students With Mild Handicaps An Integrative Review

    Sandra L. Christenson;James E. Ysseldyke;Martha L. Thurlow

  • Schools and Families: Creating Essential Connections for Learning (The Guilford School Practitioner Series)

    Sandra L. Christenson;Susan M. Sheridan

  • Jingle, Jangle, 1 and Conceptual Haziness 2 : Evolution and Future Directions of the Engagement Construct

    Amy L. Reschly;Sandra L. Christenson

Frequent Co-Authors

James E. Ysseldyke
James E. Ysseldyke University of Minnesota
Amy L. Reschly
Amy L. Reschly University of Georgia
Martha L. Thurlow
Martha L. Thurlow University of Minnesota
Bob Algozzine
Bob Algozzine University of North Carolina at Charlotte
Susan M. Sheridan
Susan M. Sheridan University of Nebraska–Lincoln
Jennifer A. Fredricks
Jennifer A. Fredricks Connecticut College
Michael J. Furlong
Michael J. Furlong University of California, Santa Barbara
Shannon M. Suldo
Shannon M. Suldo University of South Florida
E. Scott Huebner
E. Scott Huebner University of South Carolina

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