Professor ranked among top psychology scientists in world
The academic research platform Research.com ranked Distinguished Professor Jacquelynne Eccles No. 28 globally, and No. 11 in the nation.
By Marc-Anthony Rosas
July 5, 2023
July 5, 2023
|
University of California, Irvine School of Education Distinguished Professor Jacquelynne Eccles has been ranked as one of the top scientists in the field of psychology in the world.
According to academic research platform Research.com, Eccles ranked 11th nationally and 28th globally amongst psychologists for 2023. Nationally, Eccles climbed two spots from the previous year’s rankings. Eccles was also recognized with the 2023 Research.com Psychology in United States Leader Award for her contributions to the field of psychology. “I would like to thank all of my students and colleagues. What we did, we did together. I also want to thank the MacArthur Foundation for introducing me to such fine interdisciplinary scholars. They funded two research networks that I participated in. These interdisciplinary interactions changed my life and scholarship,” Eccles stated. |
Distinguished Professor
Jacquelynne Eccles |
Research.com determines the rankings of top scientists by combining data from multiple data sources, including OpenAlex and CrossRef. The website states that the “position in the ranking is based on a scholar’s D-index (Discipline H-index), which takes into account only publications and citation values for an examined discipline.”
Over the past 30 years, Eccles has conducted research on a wide variety of topics including gender-role socialization, teacher expectancies, classroom influences on student motivation, and social development in the family and school context. One of the leading developmental scientists of her generation, she has made seminal contributions to the study of achievement-related decisions and development. Most notably, her expectancy-value theory of motivation and her concept of stage-environment have served as perhaps the most dominant models of achievement during the school years, contributing to extensive research and reform efforts to improve the nature of secondary school transitions. Eccles also has been a major figure in the study of after-school activities, authoring a seminal National Research Council report that outlined the most effective ways for such activities to meet the developmental needs of adolescents.
Over the past 30 years, Eccles has conducted research on a wide variety of topics including gender-role socialization, teacher expectancies, classroom influences on student motivation, and social development in the family and school context. One of the leading developmental scientists of her generation, she has made seminal contributions to the study of achievement-related decisions and development. Most notably, her expectancy-value theory of motivation and her concept of stage-environment have served as perhaps the most dominant models of achievement during the school years, contributing to extensive research and reform efforts to improve the nature of secondary school transitions. Eccles also has been a major figure in the study of after-school activities, authoring a seminal National Research Council report that outlined the most effective ways for such activities to meet the developmental needs of adolescents.
