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Wendy M. Reinke

D-Index & Metrics

Discipline name D-Index World Ranking Current World Ranking National Ranking Current National Ranking Publications Citations
Psychology 50 5368 4983 2936 2662 179 12654

Wendy M. Reinke publications per year

The chart shows the history of publications by Wendy M. Reinke between 2000 and 2025, highlighting the no. of papers published in each year and offering an overview of the publication velocity of this scholar. Wendy M. Reinke published across 26 years, from 2000 to 2025, averaging 7.9 papers a year. Output peaked at 22 publications in 2021. 29 of the 206 publications appeared in the last two years.

No. of publications
5 10 15 20
Bar chart. Horizontal axis: year, 2000 to 2025. Vertical axis: number of publications, 0 to 22. Peak 22 publications in 2021. 2000: 1 publication 2001: 0 publications 2002: 4 publications 2003: 1 publication 2004: 1 publication 2005: 3 publications 2006: 2 publications 2007: 1 publication 2008: 7 publications 2009: 5 publications 2010: 5 publications 2011: 14 publications 2012: 9 publications 2013: 10 publications 2014: 9 publications 2015: 11 publications 2016: 8 publications 2017: 9 publications 2018: 9 publications 2019: 11 publications 2020: 14 publications 2021: 22 publications 2022: 9 publications 2023: 12 publications 2024: 12 publications 2025: 17 publications
2000 2025

206 publications in total across all disciplines

View publications per year as a table
Wendy M. Reinke: publications per year, 2000 to 2025
Year Publications
2000 1
2001 0
2002 4
2003 1
2004 1
2005 3
2006 2
2007 1
2008 7
2009 5
2010 5
2011 14
2012 9
2013 10
2014 9
2015 11
2016 8
2017 9
2018 9
2019 11
2020 14
2021 22
2022 9
2023 12
2024 12
2025 17
Total 206
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Wendy M. Reinke 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 Wendy M. Reinke sits on this spectrum.

No. of scientists
200 400 600
Bar chart with 69 bars. Horizontal axis: publications, 31–40 to 705+. Vertical axis: number of scientists, 0 to 736. Most scientists, 736, have 101–110 publications. The last bar groups every scientist with 705 publications or more. The highlighted bar, 171–180 publications, is where this scientist sits. 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
31–40 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.

View publications distribution as a table
Number of Psychology scientists by publication count, Research.com 2026 ranking edition. Based on 11,416 ranked scientists.
Publications Scientists This scientist
31–40 6
41–50 52
51–60 138
61–70 299
71–80 461
81–90 605
91–100 713
101–110 736
111–120 686
121–130 670
131–140 644
141–150 597
151–160 576
161–170 477
171–180 450 179
181–190 397
191–200 343
201–210 328
211–220 313
221–230 283
231–240 226
241–250 196
251–260 201
261–270 171
271–280 151
281–290 139
291–300 113
301–310 102
311–320 100
321–330 76
331–340 92
341–350 85
351–360 69
361–370 71
371–380 63
381–390 58
391–400 57
401–410 43
411–420 33
421–430 50
431–440 41
441–450 32
451–460 27
461–470 28
471–480 25
481–490 28
491–500 20
501–510 23
511–520 26
521–530 17
531–540 21
541–550 14
551–560 16
561–570 10
571–580 22
581–590 9
591–600 14
601–610 9
611–620 11
621–630 4
631–640 7
641–650 5
651–660 10
661–670 8
671–680 8
681–690 4
691–700 3
701–704 4
705+ 100
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Wendy M. Reinke 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 Wendy M. Reinke sits on this spectrum.

No. of scientists
200 400 600
Bar chart with 58 bars. Horizontal axis: D-Index, 30–31 to 144+. Vertical axis: number of scientists, 0 to 702. Most scientists, 702, have 32–33 D-Index. The last bar groups every scientist with 144 D-Index or more. The highlighted bar, 50–51 D-Index, is where this scientist sits. 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
30–31 D-Index 144+

This scientist: 50 D-Index — 54th percentile

54% of scientists in this discipline score the same or lower.

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

View D-Index distribution as a table
Number of Psychology scientists by D-index, Research.com 2026 ranking edition. Based on 11,416 ranked scientists.
D-Index Scientists This scientist
30–31 398
32–33 702
34–35 671
36–37 659
38–39 641
40–41 671
42–43 617
44–45 558
46–47 495
48–49 487
50–51 445 50
52–53 390
54–55 408
56–57 345
58–59 325
60–61 321
62–63 248
64–65 290
66–67 218
68–69 219
70–71 215
72–73 183
74–75 169
76–77 132
78–79 137
80–81 120
82–83 112
84–85 86
86–87 101
88–89 83
90–91 77
92–93 70
94–95 78
96–97 58
98–99 53
100–101 57
102–103 48
104–105 53
106–107 46
108–109 24
110–111 35
112–113 27
114–115 32
116–117 31
118–119 22
120–121 16
122–123 24
124–125 18
126–127 11
128–129 19
130–131 10
132–133 16
134–135 10
136–137 12
138–139 8
140–141 5
142–143 12
144+ 98
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Research.com Recognitions

  • 2018 - Fellow of the American Psychological Association (APA)

Overview

Wendy M. Reinke is affiliated with the University of Missouri in the United States. Their research spans multiple areas within psychology and social sciences, focusing extensively on education and developmental topics.

Their main fields of study include:

  • Psychology
  • Social Sciences

Within these fields, their work delves into several subfields, notably:

  • Education
  • Clinical Psychology
  • Developmental and Educational Psychology
  • Social Psychology
  • General Health Professions

The primary topics covered by their research include:

  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Behavioral and Psychological Studies
  • Education Discipline and Inequality
  • Parental Involvement in Education
  • Bullying, Victimization, and Aggression
  • Resilience and Mental Health

Wendy M. Reinke has contributed to various scholarly articles with recent notable publications such as:

  • "Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory," published in 2020 in the Journal of School Psychology
  • "Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic," published in 2021 in School Psychology
  • "Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial," published in 2020 in the Journal of Educational Psychology
  • "Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?" published in 2020 in School Psychology Review
  • "Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors," published in 2020 in School Psychology

Their frequent co-authors include:

  • Keith C. Herman
  • Aaron M. Thompson
  • Melissa Stormont
  • Francis L. Huang
  • David Aguayo

Wendy M. Reinke has published extensively in several journals, with the highest number of contributions appearing in:

  • School Psychology Review
  • Journal of School Psychology
  • School Psychology
  • School Mental Health
  • Prevention Science

In recognition of their contributions, Wendy M. Reinke was awarded the title of Fellow of the American Psychological Association (APA) in 2018.

Best Publications

  • Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers.

    Wendy M. Reinke;Melissa Stormont;Keith C. Herman;Rohini Puri

  • Self-Efficacy, Goal Orientation, and Fear of Failure as Predictors of School Engagement in High School Students.

    Kirsten Caraway;Carolyn M. Tucker;Wendy M. Reinke;Charles Hall

  • Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes:

    Keith C. Herman;Jal’et Hickmon-Rosa;Wendy M. Reinke

  • Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for Enhancement

    Wendy M. Reinke;Keith C. Herman;Melissa Stormont

  • The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior.

    Wendy M. Reinke;Teri Lewis-Palmer;Kenneth Merrell

  • Implementation of School-Wide Positive Behavioral Interventions and Supports (PBIS) in Elementary Schools: Observations from a Randomized Trial

    Catherine Pilcher Bradshaw;Wendy M. Reinke;Louis D. Brown;Katherine B. Bevans

  • Teacher and child variables as predictors of academic engagement among low‐income African American children

    Carolyn M. Tucker;Rose A. Zayco;Keith C. Herman;Wendy M. Reinke

  • Creating school environments that deter antisocial behaviors in youth

    Wendy M. Reinke;Keith C. Herman

  • Promoting Teacher Efficacy for Working With Culturally Diverse Students

    Carolyn M. Tucker;Terrence Porter;Wendy M. Reinke;Keith C. Herman

  • The effect of visual performance feedback on teacher use of behavior-specific praise.

    Wendy M. Reinke;Teri Lewis-Palmer;Emma Martin

  • Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

    Wendy M. Reinke;Keith C. Herman;Hanno Petras;Nicholas S. Ialongo

  • Teachers' Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems.

    Melissa Stormont;Wendy Reinke;Keith Herman

  • Using Coaching to Support Teacher Implementation of Classroom-based Interventions

    Wendy M. Reinke;Melissa Stormont;Keith C. Herman;Lori Newcomer

  • Promoting Cultural Responsivity and Student Engagement through Double Check Coaching of Classroom Teachers: An Efficacy Study.

    Catherine P. Bradshaw;Elise T. Pas;Jessika H. Bottiani;Katrina J. Debnam

  • The Incredible Years Teacher Classroom Management Training: The Methods and Principles that Support Fidelity of Training Delivery.

    Carolyn Webster-Stratton;Wendy M. Reinke;Keith C. Herman;Lori L. Newcomer

  • Children with co-occurring academic and behavior problems in first grade: Distal outcomes in twelfth grade

    Dana Darney;Wendy M. Reinke;Keith C. Herman;Melissa Stormont

  • Use of Coaching and Behavior Support Planning for Students with Disruptive Behavior within a Universal Classroom Management Program.

    Wendy M. Reinke;Melissa Stormont;Keith C. Herman;Ze Wang

  • RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS

    Lyndsay N. Jenkins;Margaret T. Floress;Wendy Reinke

  • Coaching Teachers' Use of Social Behavior Interventions to Improve Children's Outcomes: A Review of the Literature.

    Melissa Stormont;Wendy M. Reinke;Lori Newcomer;Dana Marchese

  • Low Academic Competence in First Grade as a Risk Factor for Depressive Cognitions and Symptoms in Middle School.

    Keith C. Herman;Sharon F. Lambert;Wendy M. Reinke;Nicholas S. Ialongo

  • Profiles of middle school teacher stress and coping: Concurrent and prospective correlates.

    Keith C. Herman;Sara L. Prewett;Colleen L. Eddy;Alyson Savala

Frequent Co-Authors

Keith C. Herman
Keith C. Herman University of Missouri
Melissa Stormont
Melissa Stormont University of Missouri
Catherine P. Bradshaw
Catherine P. Bradshaw University of Virginia
Nicholas S. Ialongo
Nicholas S. Ialongo Johns Hopkins University
Francis L. Huang
Francis L. Huang University of Missouri
Carolyn Webster-Stratton
Carolyn Webster-Stratton The Incredible Years
J. Mark Eddy
J. Mark Eddy New York University
T. Chris Riley-Tillman
T. Chris Riley-Tillman University of Missouri
Thomas J. Dishion
Thomas J. Dishion Arizona State University
Alexander von Eye
Alexander von Eye Michigan State University

External Links

Personal website of Wendy M. Reinke

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Related Online Degrees & Career Pathways

Exploring a degree in Psychology opens doors to various online programs and rewarding career paths. Many students pursue online master’s or doctoral programs, allowing for flexible study schedules while working or gaining experience in the field. Specialized degrees, such as clinical, counseling, or school psychology, can enhance your qualifications and expand your career options.

If you’re aiming to become a Licensed Professional Counselor (LPC), it’s essential to understand the specific state requirements. Each state has its own standards for education, supervised experience, and examinations. For example, you can review the lpc licensure requirements in Mississippi or learn how to get an lpc license in Missouri to help guide your path.

For those considering other regions, take a look at the lpc licensure requirements in Montana or familiarize yourself with the Nebraska licensed professional counselor requirements.

Careful research and planning will help you choose the right online degree and meet your state’s licensure criteria, preparing you for a successful career in psychology.

Best Scientists Citing Wendy M. Reinke

Catherine P. Bradshaw

Catherine P. Bradshaw

University of Virginia

Publications: 59

Kathleen Lynne Lane

Kathleen Lynne Lane

University of Kansas

Publications: 21

Clayton R. Cook

Clayton R. Cook

University of Minnesota

Publications: 20

Kent McIntosh

Kent McIntosh

University of Oregon

Publications: 19

Brandi Simonsen

Brandi Simonsen

University of Connecticut

Publications: 19

Julie Sarno Owens

Julie Sarno Owens

Ohio University

Publications: 17

Nathaniel P. von der Embse

Nathaniel P. von der Embse

University of South Florida

Publications: 17

George Sugai

George Sugai

University of Connecticut

Publications: 16

Susan M. Sheridan

Susan M. Sheridan

University of Nebraska–Lincoln

Publications: 15

Nicholas S. Ialongo

Nicholas S. Ialongo

Johns Hopkins University

Publications: 14

Linda A. Reddy

Linda A. Reddy

Rutgers, The State University of New Jersey

Publications: 14

Kevin S. Sutherland

Kevin S. Sutherland

Virginia Commonwealth University

Publications: 14

Thomas W. Farmer

Thomas W. Farmer

University of Pittsburgh

Publications: 12

Robert H. Horner

Robert H. Horner

University of Oregon

Publications: 11

Tamsin Ford

Tamsin Ford

University of Cambridge

Publications: 11

Mark D. Weist

Mark D. Weist

University of South Carolina

Publications: 11

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