World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
52
Citations
7105
World Ranking
5071
National Ranking
2780

Scott A. Myers 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 Scott A. Myers 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: 179 publications — 62nd percentile

62% of scientists in this discipline score the same or lower.

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

Scott A. Myers 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 Scott A. Myers 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: 52 D-Index — 57th percentile

57% of scientists in this discipline score the same or lower.

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

Overview

Scott A. Myers is affiliated with West Virginia University in the United States. Their research spans multiple fields with a primary focus on Psychology and Social Sciences. Within these main fields, their work extends into subfields including Social Psychology, Education, Clinical Psychology, Communication, and Biomedical Engineering.

Their scholarly output demonstrates a strong interest in topics related to communication and psychological processes. Key topics that characterize their research include:

  • Communication in Education and Healthcare
  • Attachment and Relationship Dynamics
  • Public Relations and Crisis Communication
  • Evaluation of Teaching Practices
  • Child and Adolescent Psychosocial and Emotional Development
  • Superconducting Materials and Applications
  • Behavioral Health and Interventions

Recent research papers authored or co-authored by Myers cover diverse subject matter and have appeared in various academic venues. Selected recent works include:

  • "The Relational Turbulence Model: A Meta-Analytic Review," 2020, published in Human Communication Research
  • "Design and test of a curved superconducting dipole magnet for proton therapy," 2020, published in Nuclear Instruments and Methods in Physics Research Section A Accelerators Spectrometers Detectors and Associated Equipment
  • "Study X of the basic communication course at two- and four-year U.S. colleges and universities: revisiting trends and considering new challenges," 2023, published in Communication Education
  • "College Student Perceptions of Frequency and Effectiveness of Use of Relevance Strategies: A Replication and Extension," 2020, published in Communication Studies
  • "A mixed methodological examination of older adults' psychological reactance toward caregiving messages from their adult children," 2022, published in Communication Monographs

Myers frequently collaborates with several scholars, including:

  • Alan K. Goodboy
  • Sara Pitts
  • J.D. Taylor
  • Marcos Turqueti
  • Sherwyn P. Morreale

Their research has appeared predominantly in venues such as:

  • Communication Education
  • Communication Research Reports
  • Human Communication Research
  • Nuclear Instruments and Methods in Physics Research Section A Accelerators Spectrometers Detectors and Associated Equipment
  • Communication Monographs

Best Publications

  • The Effect of Teacher Confirmation on Student Communication and Learning Outcomes

    Alan K. Goodboy;Scott A. Myers

  • Students’ motives for communicating with their instructors

    Matthew M. Martin;Scott A. Myers;Timothy P. Mottet

  • Student perceptions of instructor immediacy in conventional and distributed learning classrooms

    Frances Anne Freitas;Scott A. Myers;Theodore A. Avtgis

  • The relationship between perceived instructor credibility and college student in‐class and out‐of‐class communication

    Scott A. Myers

  • Perceived Instructor Argumentativeness and Verbal Aggressiveness in the College Classroom: Effects on Student Perceptions of Climate, Apprehension, and State Motivation.

    Scott A. Myers;Kelly A. Rocca

  • Argument and verbal aggression in constructive and destructive family and organizational disagreements

    Dominic A. Infante;Scott A. Myers;Rick A. Buerkel

  • Two Meta-analyses Exploring the Relationship between Teacher Clarity and Student Learning

    Scott Titsworth;Joseph P. Mazer;Alan K. Goodboy;San Bolkan

  • Perceived aggressive instructor communication and student state motivation, learning, and satisfaction

    Scott A. Myers

  • Students' Motives for Communicating with their Instructors: Considering Instructor Socio-communicative Style, Student Socio-communicative Orientation, and Student Gender

    Scott A. Myers;Matthew M. Martin;Timothy P. Mottet

  • Instructor immediacy in the Chinese college classroom

    Scott A. Myers;Mei Zhong;Shijie Guan

  • Perceived instructor credibility and verbal aggressiveness in the college classroom

    Scott A. Myers

  • Instructor Credibility as a Mediator of Instructors’ Prosocial Communication Behaviors and Students’ Learning Outcomes

    Paul Schrodt;Paul L. Witt;Paul D. Turman;Scott A. Myers

  • The Relationship Between Perceived Instructor Aggressive Communication and College Student Involvement

    Scott A. Myers;Chad Edwards;Shawn T. Wahl;Matthew M. Martin

  • Students' Motives for Communicating with Their Instructors and Affective and Cognitive Learning:

    Matthew M. Martin;Timothy P. Mottet;Scott A. Myers

  • Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom

    Paul Schrodt;Paul L. Witt;Scott A. Myers;Paul D. Turman

  • Relationships among perceived instructor verbal approach and avoidance relational strategies and students' motives for communicating with their instructors

    Timothy P. Mottet;Matthew M. Martin;Scott A. Myers

  • College Student Learning, Motivation, and Satisfaction as a Function of Effective Instructor Communication Behaviors

    Scott A. Myers;Alan K. Goodboy

  • Commitment and Emotional Closeness in the Sibling Relationship

    Christine E. Rittenour;Scott A. Myers;Maria Brann

  • Verbal aggression in the college classroom: Perceived instructor use and student affective learning

    Scott A. Myers;Ronda L. Knox

  • The Development and Testing of the Instructional Beliefs Model

    Keith Weber;Matthew M. Martin;Scott A. Myers

Frequent Co-Authors

Alan K. Goodboy
Alan K. Goodboy West Virginia University
Matthew M. Martin
Matthew M. Martin West Virginia University
Keith Weber
Keith Weber Rutgers, The State University of New Jersey
Paul Schrodt
Paul Schrodt Texas Christian University
Melanie Booth-Butterfield
Melanie Booth-Butterfield West Virginia University
Dominic A. Infante
Dominic A. Infante Kent State University

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Related Online Degrees & Career Pathways

Psychology graduates have a wide array of online degree options and career opportunities in the USA. Many students pursue specialized online programs that align with their personal interests and the needs of the job market.

For example, those interested in optimizing workplace environments might explore industrial and organizational psychology careers, which focus on employee well-being, productivity, and organizational effectiveness. Others may be interested in advanced behavioral techniques through a behavioral psychology masters careers pathway, opening doors to roles in therapy, counseling, and applied behavior analysis.

Some psychology professionals choose to work with armed forces personnel and veterans, either directly or as private consultants. If that sounds appealing, you can consider civilian military psychologist jobs, where you’ll support mental health and resilience within military communities.

For those drawn to brain-behavior relationships, the neuropsychology job outlook is promising, as demand rises for experts who can assess and treat neurological conditions. Exploring these diverse online degrees and career paths can help you find your ideal niche in the ever-evolving field of psychology.

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