World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
56
Citations
10984
World Ranking
4234
National Ranking
2360

Thomas W. Farmer 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 Thomas W. Farmer 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: 137 publications — 42nd percentile

42% of scientists in this discipline score the same or lower.

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

Thomas W. Farmer 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 Thomas W. Farmer 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: 56 D-Index — 64th percentile

64% of scientists in this discipline score the same or lower.

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

Overview

Thomas W. Farmer is a researcher affiliated with the University of Pittsburgh in the United States. Their scholarly work is situated primarily in the Social Sciences, with significant contributions to the fields of Psychology and Education. The scope of their research encompasses several subfields, including Education, Safety Research, Developmental and Educational Psychology, Clinical Psychology, and Social Psychology.

Their main research topics revolve around early childhood education and development, youth development and social support, bullying, victimization, and aggression, child development and digital technology, educational and psychological assessments, child and adolescent psychosocial and emotional development, and teacher education and leadership studies.

Several recent papers illustrate their research focus and contributions:

  • The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism (2022, Journal of Emotional and Behavioral Disorders)
  • Reforming research to support culturally and ecologically responsive and developmentally meaningful practice in schools (2020, Educational Psychologist)
  • Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives (2020, Journal of Emotional and Behavioral Disorders)
  • Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model (2021, Frontiers in Education)

Frequent coauthors who have collaborated with Farmer include Jill V. Hamm, Molly Dawes, Kate E. Norwalk, Debbie S. Brooks, and David L. Lee.

Their research has been published most often in the Journal of Emotional and Behavioral Disorders, with six publications, followed by four publications in UNC Libraries, three in Mediaevistik, and singular contributions to Social Development and Social Psychology of Education.

Best Publications

  • Promoting Interpersonal Competence and Educational Success Through Extracurricular Activity Participation

    Joseph L. Mahoney;Beverley D. Cairns;Thomas W. Farmer

  • Heterogeneity of popular boys: antisocial and prosocial configurations.

    Philip C. Rodkin;Thomas W. Farmer;Ruth Pearl;Richard Van Acker

  • Revealing the invisible hand: The role of teachers in children's peer experiences

    Thomas W. Farmer;Meghan McAuliffe Lines;Jill V. Hamm

  • Peer Groups, Popularity, and Social Preference Trajectories of Social Functioning Among Students With and Without Learning Disabilities

    David B. Estell;Martin H. Jones;Ruth Pearl;Richard Van Acker

  • Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School

    David B. Estell;Thomas W. Farmer;Matthew J. Irvin;Amity Crowther

  • Rejected bullies or popular leaders? The social relations of aggressive subtypes of rural african american early adolescents.

    Thomas W. Farmer;David B. Estell;Jennifer L. Bishop;Keri K. O'Neal

  • They’re Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

    Philip C. Rodkin;Thomas W. Farmer;Ruth Pearl;Richard Van Acker

  • Antisocial and Prosocial Correlates of Classroom Social Positions: The Social Network Centrality Perspective

    Thomas W. Farmer;Philip C. Rodkin

  • Relationship of school context to rural youth's educational achievement and aspirations.

    Matthew J. Irvin;Judith L. Meece;Soo yong Byun;Thomas W. Farmer

  • Identifying Children's Peer Social Networks in School Classrooms: Links Between Peer Reports and Observed Interactions

    Scott D. Gest;Thomas W. Farmer;Beverley D. Cairns;Hongling Xie

  • Social Relationships of Students with Exceptionalities in Mainstream Classrooms: Social Networks and Homophily:

    Thomas W. Farmer;Elizabeth M. Z. Farmer

  • Issues in Special Education Teacher Recruitment, Retention, and Professional Development: Considerations in Supporting Rural Teachers

    Ann B. Berry;Robert A. Petrin;Maggie L. Gravelle;Thomas W. Farmer

  • Teachers' attunement to students' peer group affiliations as a source of improved student experiences of the school social–affective context following the middle school transition

    Jill V. Hamm;Thomas W. Farmer;Kimberly Dadisman;Maggie Gravelle

  • Different Forms of Aggression among Inner-City African-American Children: Gender, Configurations, and School Social Networks.

    Hongling Xie;Thomas W Farmer;Beverley D Cairns

  • Distance Education Use in Rural Schools

    Wallace H. Hannum;Matthew J. Irvin;Jonathan B. Banks;Thomas W. Farmer

  • Individual characteristics, early adolescent peer affiliations, and school dropout: an examination of aggressive and popular group types

    Thomas W Farmer;David B Estell;Man-Chi Leung;Hollister Trott

  • Educational Barriers of Rural Youth: Relation of Individual and Contextual Difference Variables

    Matthew J. Irvin;Soo yong Byun;Judith L. Meece;Thomas W. Farmer

  • Effectiveness of Using Learner-Centered Principles on Student Retention in Distance Education Courses in Rural Schools

    Wallace H. Hannum;Matthew J. Irvin;Pui Wa Lei;Thomas W. Farmer

  • Aggression in Inner-City Early Elementary Classrooms: Individual and Peer-Group Configurations.

    David B. Estell;Robert B. Cairns;Thomas W. Farmer;Beverley D. Cairns

  • Social Networks in Mainstream Classrooms: Social Affiliations and Behavioral Characteristics of Students with EBD.

    Thomas W. Farmer;Julie H. Hollowell

  • Peer Relations of Bullies, Bully-Victims, and Victims: The Two Social Worlds of Bullying in Second-Grade Classrooms

    Thomas W. Farmer;Robert A. Petrin;Dylan L. Robertson;Mark W. Fraser

Frequent Co-Authors

Jill V. Hamm
Jill V. Hamm University of North Carolina at Chapel Hill
Judith L. Meece
Judith L. Meece University of North Carolina at Chapel Hill
Soo-yong Byun
Soo-yong Byun Pennsylvania State University
Elizabeth M. Z. Farmer
Elizabeth M. Z. Farmer University of Pittsburgh
Robert B. Cairns
Robert B. Cairns University of North Carolina at Chapel Hill
Kevin S. Sutherland
Kevin S. Sutherland Virginia Commonwealth University
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Lisa M. Gatzke-Kopp
Lisa M. Gatzke-Kopp Pennsylvania State University
Mark W. Fraser
Mark W. Fraser University of North Carolina at Chapel Hill
Scott D. Gest
Scott D. Gest University of Virginia

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Related Online Degrees & Career Pathways

Pursuing a degree in psychology opens up a wide range of online programs and career options. Many students look to specialize further by pursuing roles in counseling, educational psychology, or school guidance. Online master’s degrees in psychology and counseling are increasingly popular for their flexibility and convenience.

If you are interested in working in schools, each state in the USA has specific educational and certification requirements. For example, those interested in becoming a school counselor can refer to the Washington school counselor certification requirements or learn about the process of becoming a school counselor in West Virginia. Similarly, you can explore Wisconsin school counselor education requirements and see what’s needed for Wyoming school counselor education requirements.

Whether you choose to pursue an online degree or a traditional program, understanding state-specific pathways is crucial for advancing your career in psychology or education. Always check for updated certifications and accredited programs to ensure you meet your career goals.

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