| Boredom in achievement settings: exploring control–value antecedents and performance outcomes of a neglected emotion. R Pekrun, T Goetz, LM Daniels, RH Stupnisky, RP Perry Journal of educational psychology 102 (3), 531, 2010 | 1611 | 2010 |
| A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. LM Daniels, RH Stupnisky, R Pekrun, TL Haynes, RP Perry, NE Newall Journal of Educational Psychology 101 (4), 948, 2009 | 521 | 2009 |
| Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes LM Daniels, TL Haynes, RH Stupnisky, RP Perry, NE Newall, R Pekrun Contemporary Educational Psychology 33 (4), 584-608, 2008 | 489 | 2008 |
| Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-E) S Lichtenfeld, R Pekrun, RH Stupnisky, K Reiss, K Murayama Learning and Individual Differences, 2011 | 340 | 2011 |
| Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales EC Daschmann, T Goetz, RH Stupnisky British Journal of Educational Psychology 81 (3), 421-440, 2011 | 316 | 2011 |
| The Interrelation of first-year college students’ critical thinking disposition, perceived academic control, and academic achievement RH Stupnisky, RD Renaud, LM Daniels, TL Haynes, RP Perry Research in Higher Education 49 (6), 513-530, 2008 | 299 | 2008 |
| Perceived academic control and academic emotions predict undergraduate university student success: Examining effects on dropout intention and achievement L Respondek, T Seufert, R Stupnisky, UE Nett Frontiers in psychology 8, 243, 2017 | 280 | 2017 |
| Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types RH Stupnisky, A BrckaLorenz, B Yuhas, F Guay Contemporary Educational Psychology 53, 15-26, 2018 | 271 | 2018 |
| A review of attributional retraining treatments: Fostering engagement and persistence in vulnerable college students TL Haynes, RP Perry, RH Stupnisky, LM Daniels Higher education: Handbook of theory and research, 227-272, 2009 | 245 | 2009 |
| Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health JC Ruthig, TL Haynes, RH Stupnisky, RP Perry Social Psychology of Education 12 (2), 233-249, 2009 | 211 | 2009 |
| Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions M Daumiller, R Stupnisky, S Janke International Journal of Educational Research 99, 101502, 2020 | 178 | 2020 |
| Bad starts and better finishes: Attributional retraining and initial performance in competitive achievement settings RP Perry, RH Stupnisky, NC Hall, JG Chipperfield, B Weiner Journal of Social and Clinical Psychology 29 (6), 668-700, 2010 | 177 | 2010 |
| Not that different in theory: Discussing the control-value theory of emotions in online learning environments LM Daniels, RH Stupnisky The Internet and Higher Education 15 (3), 222-226, 2012 | 157 | 2012 |
| Reducing the academic risks of over-optimism: The longitudinal effects of attributional retraining on cognition and achievement TL Haynes, JC Ruthig, RP Perry, RH Stupnisky, NC Hall Research in higher education 47, 755-779, 2006 | 155 | 2006 |
| Relieving career anxiety and indecision: the role of undergraduate students’ perceived control and faculty affiliations LM Daniels, TL Stewart, RH Stupnisky, RP Perry, T LoVerso Social Psychology of Education 14 (3), 409-426, 2011 | 149 | 2011 |
| Attributional retraining and elaborative learning: Improving academic development through writing-based interventions NC Hall, RP Perry, T Goetz, JC Ruthig, RH Stupnisky, NE Newall Learning and Individual Differences 17 (3), 280-290, 2007 | 146 | 2007 |
| Exploring the antecedents of boredom: Do teachers know why students are bored? EC Daschmann, T Goetz, RH Stupnisky Teaching and Teacher Education 39, 22-30, 2014 | 144 | 2014 |
| Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs NT Butz, RH Stupnisky Computers & Education 114, 117-138, 2017 | 142 | 2017 |
| Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement RH Stupnisky, RD Renaud, RP Perry, JC Ruthig, TL Haynes, RA Clifton Social Psychology of Education 10, 303-330, 2007 | 142 | 2007 |
| Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach NT Butz, RH Stupnisky, R Pekrun Research in Learning Technology 23, 2015 | 130 | 2015 |
Lia M DanielsUniversity of AlbertaEmail yang diverifikasi di ualberta.ca