The present study examined rates of scholarly productivity amongst academic psychologists in the United States, including annual peer-reviewed publication rate, normative rates per year of conference presentations and book chapters as well as the average amount of annual grant monies. Psychology faculty at 4-year or higher institutions in the United States were recruited via an email invitation, resulting in 1,214 participants. Participants were examined according to their institutions’ Carnegie Classification. The largest observed group in our sample were from master’s Colleges and Universities: Larger Programs, M1 category, (N = 350; 28.83%), whereas the smallest observed group were from baccalaureate Colleges: Diverse Fields, B/DF category, (N = 47; 3.87%). Results indicated a significant effect of Carnegie Classification on rates of scholarly productivity, such that faculty at R1 and R2 institutions outperformed all other Carnegie Classifications on all measures. In addition, faculty at R1 institutions outperformed faculty at R2 institutions on all measures except for conference presentations. Given that scholarly output is used as an indicator in tenure and promotion processes, the present study provides essential reference information for academic psychologists in the United States.

本研究调查了美国学术心理学家的学术生产力，包括年度同行评审出版率、每年会议演讲和书籍章节的规范率以及每年的平均资助金额。通过电子邮件邀请招募美国四年制及以上院校的心理学教师，共有 1,214 名参与者。参与者根据其所在机构的卡内基分类进行检查。我们样本中最大的观察群体来自硕士学院和大学：较大的项目，M1 类别，( N  = 350; 28.83%)，而最小的观察群体来自学士学位学院：多元化领域，B/DF 类别，( N  = 47；3.87%）。结果表明卡内基分类对学术生产力有显着影响，R1 和 R2 机构的教师在所有指标上都优于所有其他卡内基分类。此外，R1 机构的教师在除会议演讲之外的所有指标上均优于 R2 机构的教师。鉴于学术成果被用作终身教职和晋升过程的指标，本研究为美国的学术心理学家提供了重要的参考信息。