World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
60
Citations
15772
World Ranking
3507
National Ranking
1978

Timothy Z. Keith 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 Z. Keith 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: 135 publications — 41st percentile

41% of scientists in this discipline score the same or lower.

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

Timothy Z. Keith 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 Z. Keith 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: 60 D-Index — 70th percentile

70% of scientists in this discipline score the same or lower.

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

Research.com Recognitions

  • 1991 - Fellow of the American Psychological Association (APA)

Overview

Timothy Z. Keith is affiliated with The University of Texas at Austin in the United States.

Their research primarily focuses on the field of Psychology with specialization in several subfields including:

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Cognitive Neuroscience
  • Statistics and Probability
  • Endocrinology, Diabetes and Metabolism

Key topics explored in their work include:

  • Cognitive Abilities and Testing
  • Educational and Psychological Assessments
  • Education, Achievement, and Giftedness
  • Cognitive and developmental aspects of mathematical skills
  • Reading and Literacy Development
  • Memory Processes and Influences
  • Sleep and related disorders

Timothy Z. Keith has contributed to numerous peer-reviewed papers, among which the recent publications are:

  • "Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory" (2020) in Intelligence
  • "An Examination of the Convergent Validity of the ICAR16 and WAIS-IV" (2020) in Journal of Psychoeducational Assessment
  • "Hypnosis Intervention for Sleep Disturbance: Determination of Optimal Dose and Method of Delivery for Postmenopausal Women" (2021) in International Journal of Clinical and Experimental Hypnosis
  • "Age and Gender Invariance in the Taiwan Wechsler Intelligence Scale for Children, Fifth Edition: Higher Order Five-Factor Model" (2020) in Journal of Psychoeducational Assessment
  • "Beyond individual tests: Youth's cognitive abilities on their math and writing skills" (2023) in Learning and Individual Differences

The main publication venues for their research include:

  • Journal of Psychoeducational Assessment
  • Intelligence
  • International Journal of Clinical and Experimental Hypnosis
  • Learning and Individual Differences
  • Journal of Intelligence

Frequent coauthors collaborating with Timothy Z. Keith are:

  • Jacqueline M. Caemmerer
  • Matthew R. Reynolds
  • Stephanie Ruth Young
  • Gary Elkins
  • Julie L. Otte

Their contributions to psychology have been recognized through awards such as being named a Fellow of the American Psychological Association (APA) in 1991.

Best Publications

  • Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling

    Timothy Z. Keith

  • Home Influence on School Learning: Direct and Indirect Effects of Parental Involvement on High School Grades

    Paul G. Fehrmann;Timothy Z. Keith;Thomas M. Reimers

  • Does Parental Involvement Affect Eighth-Grade Student Achievement? Structural Analysis of National Data

    Timothy Z. Keith;Gretchen C. Troutman;Paul S. Trivette;Patricia B. Keith

  • The Effects of Four Components of Parental Involvement on Eighth-Grade Student Achievement: Structural Analysis of NELS-88 Data

    Kusum Singh;Patricia G. Bickley;Timothy Z. Keith;Patricia B. Keith

  • Parental Involvement, Homework, and TV Time: Direct and Indirect Effects on High School Achievement

    Timothy Z. Keith;Thomas M. Reimers;Paul G. Fehrmann;Sheila M. Pottebaum

  • Multiple regression and beyond

    Timothy Keith

  • Time spent on homework and high school grades: A large-sample path analysis

    Timothy Z. Keith

  • Longitudinal Effects of Parent Involvement on High School Grades: Similarities and Differences Across Gender and Ethnic Groups

    Timothy Z. Keith;Patricia B. Keith;Kimberly J. Quirk;Jodi Sperduto

  • Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus

    J. Hale;V. Alfonso;V. Berninger;B. Bracken

  • Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests.

    Timothy Z. Keith;Matthew R. Reynolds

  • Higher Order, Multisample, Confirmatory Factor Analysis of the Wechsler Intelligence Scale for Children--Fourth Edition: What Does It Measure?.

    Timothy Z. Keith;Jodene Goldenring Fine;Gordon E. Taub;Matthew R. Reynolds

  • Effects of general and broad cognitive abilities on mathematics achievement.

    Gordon E. Taub;Timothy Z. Keith;Randy G. Floyd;Kevin S. Mcgrew

  • Beyond g: The Impact of Gf-Gc Specific Cognitive Abilities Research on the Future Use and Interpretation of Intelligence Tests in the Schools

    Kevin S. McGrew;Dawn P. Flanagan;Timothy Z. Keith;Mike Vanderwood

  • Randomized Trial of a Hypnosis Intervention for Treatment of Hot Flashes Among Breast Cancer Survivors

    Gary Elkins;Joel Marcus;Vered Stearns;Michelle Perfect

  • A Longitudinal Test of a Model of Academic Success for At–Risk High School Students

    Eileen S. Anderson;Timothy Z. Keith

  • Cattell-Horn-Carroll Abilities and Cognitive Tests: What We've Learned from 20 Years of Research.

    Timothy Z. Keith;Matthew R. Reynolds

  • The Three-Stratum Theory of Cognitive Abilities: Test of the Structure of Intelligence across the Life Span.

    Patricia G. Bickley;Timothy Z. Keith;Lee M. Wolfle

  • Testing models of school learning: Effects of quality of instruction, motivation, academic coursework, and homework on academic achievement.

    Timothy Z. Keith;Valerie A. Cool

  • Visitation frequency, child support payment, and the father-child relationship postdivorce

    Joyce A. Arditti;Timothy Z. Keith

  • Is There a Causal Relation Between Self-Concept and Academic Achievement?.

    Sheila M. Pottebaum;Timothy Z. Keith;Stewart W. Ehly

Frequent Co-Authors

Matthew R. Reynolds
Matthew R. Reynolds Tufts University
Kevin S. McGrew
Kevin S. McGrew University of Minnesota
Dawn P. Flanagan
Dawn P. Flanagan St. John's University
John H. Kranzler
John H. Kranzler University of Florida
Randy G. Floyd
Randy G. Floyd University of Memphis
Margaret Semrud-Clikeman
Margaret Semrud-Clikeman University of Minnesota
John O. Willis
John O. Willis Rivier University
Ron Dumont
Ron Dumont Fairleigh Dickinson University
Cynthia A. Riccio
Cynthia A. Riccio Texas A&M University
Linda A. Reddy
Linda A. Reddy Rutgers, The State University of New Jersey

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Related Online Degrees & Career Pathways

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Those looking at becoming a counselor in other states might want to compare the requirements to be a school counselor in Colorado or learn more about becoming a school counselor in Connecticut. Researching these various requirements can help you select the right online degree program, ensuring your education matches your career goals and state regulations.

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