World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
41
Citations
13490
World Ranking
7708
National Ranking
4129

Steven B. Robbins 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 Steven B. Robbins 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: 95 publications — 17th percentile

17% of scientists in this discipline score the same or lower.

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

Steven B. Robbins 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 Steven B. Robbins 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: 41 D-Index — 33rd percentile

33% of scientists in this discipline score the same or lower.

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

Overview

Steven B. Robbins is affiliated with Virginia Commonwealth University in the United States. Their research spans multiple fields, primarily within social sciences and engineering, with an emphasis on education and technology integration.

The main fields of study in their work include:

  • Social Sciences
  • Engineering

More specifically, their subfields of study cover:

  • Education
  • Media Technology
  • Biomedical Engineering
  • Architecture
  • Social Psychology

The core topics explored in their publications consist of:

  • Engineering Education and Curriculum Development
  • Higher Education Research Studies
  • Higher Education Learning Practices
  • Higher Education and Employability
  • Education Systems and Policy
  • Engineering Education and Pedagogy
  • School Choice and Performance

Robbins has authored several recent papers, notable among them are:

  • "Career and Technical Education as a Conduit for Skilled Technical Careers: A Targeted Research Review and Framework for Future Research" (2021, ETS Research Report Series)
  • "The Road to Retention Passes through First Year Academic Performance: A Meta-Analytic Path Analysis of Academic Performance and Persistence" (2020, Educational Assessment)
  • "Improving Workforce Readiness Skills Among Community College Adult Learners Through New Technologies" (2021, Metropolitan Universities)
  • "Investigating the Relationship Between Career and Technical Education High School Course-Taking and Early Job Outcomes" (2022, ETS Research Report Series)
  • "AI-based mapping from MRI to MR thermometry for MR-guided laser interstitial thermal therapy using a conditional generative adversarial network" (2024, Proceedings on CD-ROM - International Society for Magnetic Resonance in Medicine. Scientific Meeting and Exhibition)

The frequent coauthors who have collaborated with Robbins include:

  • Sara Haviland
  • Vinetha Belur
  • Gernissia Cherfrere
  • David M. Klieger
  • Paul Westrick

The venues where Robbins frequently publishes are:

  • ETS Research Report Series
  • Metropolitan Universities
  • Educational Assessment
  • Proceedings on CD-ROM - International Society for Magnetic Resonance in Medicine. Scientific Meeting and Exhibition

Best Publications

  • Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis.

    Unknown

  • Measuring belongingness: The Social Connectedness and the Social Assurance scales.

    Richard M. Lee;Steven B. Robbins

  • The relationship between social connectedness and anxiety, self-esteem, and social identity.

    Richard M. Lee;Steven B. Robbins

  • Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness

    Jeff Allen;Steven B. Robbins;Alex Casillas;In-Sue Oh

  • Too much of a good thing: curvilinear relationships between personality traits and job performance.

    Huy Le;In Sue Oh;Steven B. Robbins;Remus Ilies

  • Unraveling the Differential Effects of Motivational and Skills, Social, and Self-Management Measures from Traditional Predictors of College Outcomes.

    Steven B. Robbins;Jeff Allen;Alex Casillas;Christina Hamme Peterson

  • The role of academic and non-academic factors in improving college retention: ACT policy report

    Unknown

  • Understanding Social Connectedness in College Women and Men

    Richard M. Lee;Steven B. Robbins

  • College Performance and Retention: A Meta-Analysis of the Predictive Validities of ACT® Scores, High School Grades, and SES

    Paul A. Westrick;Huy Le;Steven B. Robbins;Justine M. R. Radunzel

  • Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: integrated meta-analytic path analyses

    Steven B. Robbins;In Sue Oh;Huy Le;Christopher Button

  • The interest-major congruence and college success relation: A longitudinal study

    Terence J.G. Tracey;Steven B. Robbins

  • Prediction of College Major Persistence Based on Vocational Interests, Academic Preparation, and First-Year Academic Performance

    Jeff Allen;Steven B. Robbins

  • Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory.

    Huy Le;Alex Casillas;Steven B. Robbins;Ronelle Langley

  • Development and validation of the Career Factors Inventory.

    Judy M. Chartrand;Steven B. Robbins;Weston H. Morrill;Kathleen Boggs

  • Self-psychology and career development: Construction of the Superiority and Goal Instability scales.

    Steven B. Robbins;Michael J. Patton

  • Validity Estimates for the Career Decision-Making Self-Efficacy Scale.

    Steven B. Robbins

  • Stability and change in interests: A longitudinal study of adolescents from grades 8 through 12

    Terence J.G. Tracey;Steven B. Robbins;Christy D. Hofsess

  • Managing countertransference feelings: An interactional model using awareness of feeling and theoretical framework.

    Steven B. Robbins;Michael P. Jolkovski

  • Advances in theory and research on subjective well-being.

    Steven B. Robbins;Wendy L. Kliewer

  • Goal continuity as a mediator of early retirement adjustment: testing a multidimensional model

    Steven B. Robbins;Richard M. Lee;Thomas T. H. Wan

  • Interactions between Goal Instability and Social Support on College Freshman Adjustment.

    Steven B. Robbins;Karen P. Lese;Stephen M. Herrick

  • Perceptions of Client Needs and Counseling Center Staff Roles and Functions.

    Steven B. Robbins;Therese M. May;John G. Corazzini

Frequent Co-Authors

Jeff Allen
Jeff Allen University of Iowa
Richard M. Lee
Richard M. Lee University of Minnesota
In-Sue Oh
In-Sue Oh Temple University
Philip L. Roth
Philip L. Roth Clemson University
Chad H. Van Iddekinge
Chad H. Van Iddekinge Florida State University
Remus Ilies
Remus Ilies National University of Singapore
Frank L. Schmidt
Frank L. Schmidt University of Iowa
Terence J. G. Tracey
Terence J. G. Tracey Arizona State University
Wendy Kliewer
Wendy Kliewer Virginia Commonwealth University
William T. Hoyt
William T. Hoyt University of Wisconsin–Madison

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Related Online Degrees & Career Pathways

Exploring psychology opens doors to a variety of rewarding careers, both in traditional and online environments. Many psychology graduates consider becoming school counselors, a pathway that requires specific qualifications based on location.

For example, those interested in working in New York should be aware of the New York school counselor education requirements, which emphasize graduate coursework and internship experience. If you’re in the South, the requirements to be a school counselor in North Carolina include state-licensed preparation programs and exams.

Aspiring counselors in the Midwest should review the requirements to be a school counselor in North Dakota, which can be fulfilled through relevant master’s degrees. If you’re planning to work in Ohio, you’ll need to understand the Ohio school counselor certification requirements, which detail specific licensure steps and renewal conditions.

Online degree programs in psychology can provide the flexibility to pursue these credentials while balancing work and family life. They often feature accredited coursework and practicum experiences that meet state standards, preparing graduates for meaningful roles in education, healthcare, and beyond.

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