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Timothy W. Curby

D-Index & Metrics

Psychology

D-Index
34
Citations
6016
World Ranking
10123
National Ranking
5338

Timothy W. Curby 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 Timothy W. Curby 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: 91 publications — 14th percentile

14% of scientists in this discipline score the same or lower.

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

Timothy W. Curby 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 Timothy W. Curby 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: 34 D-Index — 13th percentile

13% of scientists in this discipline score the same or lower.

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

Overview

Timothy W. Curby is affiliated with George Mason University in the United States and has contributed extensively to research in social sciences and psychology. Their work predominantly addresses the fields of education, clinical psychology, developmental and educational psychology, general health professions, and safety research.

Their research spans a range of topics including early childhood education and development, parental involvement in education, child and adolescent psychosocial and emotional development, child abuse and trauma, youth substance use and school attendance, educational and psychological assessments, and child development and digital technology.

Key recent publications by Timothy W. Curby include:

  • Emotion-focused teaching practices and preschool children's social and learning behaviors, 2021, Emotion
  • Survivor-Centered Practice and Survivor Empowerment: Evidence From A Research-Practitioner Partnership, 2020, Violence Against Women
  • The early academic resilience of children from low-income, immigrant families, 2020, Early Childhood Research Quarterly
  • An introduction to the many-facet Rasch model as a method to improve observational quality measures with an application to measuring the teaching of emotion skills, 2021, Early Childhood Research Quarterly
  • Teachers' beliefs about children and children's literacy development: The mediating role of responsive teaching, 2021, Journal of Early Childhood Literacy

Frequent co-authors collaborating with Curby include:

  • Katherine M. Zinsser
  • Rachel A. Gordon
  • Tara M. Chaplin
  • Claire E. Niehaus
  • Susanne A. Denham

Timothy W. Curby's research has been published frequently in venues such as Early Childhood Research Quarterly, Early Education and Development, Violence Against Women, Emotion, and Children and Youth Services Review.

Best Publications

  • The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.

    Sara E. Rimm-Kaufman;Tim W. Curby;Kevin J. Grimm;Lori Nathanson

  • Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.

    Timothy W. Curby;Sara E. Rimm-Kaufman;Claire Cameron Ponitz

  • The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence

    Timothy W. Curby;Jennifer LoCasale-Crouch;Timothy R. Konold;Robert C. Pianta

  • To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?

    Sara E. Rimm-Kaufman;Alison E. Baroody;Ross A. A. Larsen;Timothy W. Curby

  • Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement.

    Claire Cameron Ponitz;Sara E. Rimm-Kaufman;Kevin J. Grimm;Timothy W. Curby

  • Disentangling Fine Motor Skills’ Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

    Abby G. Carlson;Ellen Rowe;Timothy W. Curby

  • Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

    Timothy W. Curby;Laura L. Brock;Bridget K. Hamre

  • Efficacy of the Responsive Classroom Approach Results From a 3-Year, Longitudinal Randomized Controlled Trial

    Sara E. Rimm-Kaufman;Ross A. A. Larsen;Alison E. Baroody;Timothy W. Curby

  • A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support

    Katherine M. Zinsser;Elizabeth A. Shewark;Susanne A. Denham;Timothy W. Curby

  • Relations among Teachers' Emotion Socialization Beliefs and Practices, and Preschoolers' Emotional Competence.

    Carol A S Morris;Susanne A Denham;Hideko H Bassett;Timothy W Curby

  • Associations Between Preschoolers' Social–Emotional Competence and Preliteracy Skills

    Timothy W. Curby;Chavaughn A. Brown;Hideko Hamada Bassett;Susanne A. Denham

  • Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

    Helyn Kim;Abby G. Carlson;Timothy W. Curby;Adam Winsler

  • Stability and change in early childhood classroom interactions during the first two hours of a day

    Timothy W. Curby;Kevin J. Grimm;Robert C. Pianta

  • The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament.

    Timothy W. Curby;Kathleen Moritz Rudasill;Taylor Edwards;Koraly Pérez-Edgar

  • Patterns of Sustained Attention in Infancy Shape the Developmental Trajectory of Social Behavior from Toddlerhood through Adolescence.

    Koraly Pérez-Edgar;Jennifer N. Martin McDermott;Katherine Korelitz;Kathryn A. Degnan

  • Emotional Support Consistency and Teacher–Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten

    Laura L. Brock;Timothy W. Curby

  • The Link Between Responsive Classroom Training and Student–Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation

    Alison E. Baroody;Sara E. Rimm-Kaufman;Ross A. Larsen;Timothy W. Curby

  • “Practice What You Preach”: Teachers’ Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices

    Katherine M. Zinsser;Susanne A. Denham;Timothy W. Curby;Elizabeth A. Shewark

  • Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms

    Katherine M. Zinsser;Craig S. Bailey;Timothy W. Curby;Susanne A. Denham

  • Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade

    Timothy W. Curby;Megan Stuhlman;Kevin Grimm;Andrew Mashburn

Frequent Co-Authors

Sara E. Rimm-Kaufman
Sara E. Rimm-Kaufman University of Virginia
Susanne A. Denham
Susanne A. Denham George Mason University
Keith D. Renshaw
Keith D. Renshaw George Mason University
Kevin J. Grimm
Kevin J. Grimm Arizona State University
Adam Winsler
Adam Winsler George Mason University
Robert C. Pianta
Robert C. Pianta University of Virginia
Bridget K. Hamre
Bridget K. Hamre University of Virginia
Christianne Esposito-Smythers
Christianne Esposito-Smythers George Mason University
Jason T. Downer
Jason T. Downer University of Virginia
Rajita Sinha
Rajita Sinha Yale University

External Links

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Related Online Degrees & Career Pathways

Exploring online degrees in psychology opens up a broad range of career opportunities across the USA. Many students choose to work closely with individuals as professional counselors. To achieve this, each state has specific licensure paths and educational requirements. For example, those interested in practicing in Louisiana should familiarize themselves with the Louisiana licensed professional counselor requirements.

Requirements can differ not just in coursework, but also in supervision hours, national exams, and application processes. If you’re considering Maine, review the Maine licensed professional counselor requirements to understand what’s needed there.

Other states, such as Maryland and Massachusetts, have their own regulations. You can compare what is required by looking at the Maryland lpc licensure requirements as well as the Massachusetts lpc licensure requirements.

Whether you aim to become a licensed counselor or explore other psychology-related paths, understanding regional expectations is crucial to planning your education and future career.

Best Scientists Citing Timothy W. Curby

Robert C. Pianta

Robert C. Pianta

University of Virginia

Publications: 41

Marja-Kristiina Lerkkanen

Marja-Kristiina Lerkkanen

University of Jyväskylä

Publications: 32

Bridget K. Hamre

Bridget K. Hamre

University of Virginia

Publications: 28

Jason T. Downer

Jason T. Downer

University of Virginia

Publications: 20

Anna-Maija Poikkeus

Anna-Maija Poikkeus

University of Jyväskylä

Publications: 19

Jari-Erik Nurmi

Jari-Erik Nurmi

University of Jyväskylä

Publications: 19

Koraly Pérez-Edgar

Koraly Pérez-Edgar

Pennsylvania State University

Publications: 18

Sara E. Rimm-Kaufman

Sara E. Rimm-Kaufman

University of Virginia

Publications: 17

Laura M. Justice

Laura M. Justice

The Ohio State University

Publications: 15

Megan M. McClelland

Megan M. McClelland

Oregon State University

Publications: 14

Susanne A. Denham

Susanne A. Denham

George Mason University

Publications: 14

Jamie DeCoster

Jamie DeCoster

University of Virginia

Publications: 12

Adam Winsler

Adam Winsler

George Mason University

Publications: 11

Xitao Fan

Xitao Fan

Chinese University of Hong Kong

Publications: 11

Karine Verschueren

Karine Verschueren

KU Leuven

Publications: 10

Arya Ansari

Arya Ansari

The Ohio State University

Publications: 10

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