| The Big Five personality traits, goal orientations, and academic achievement I Sorić, Z Penezić, I Burić Learning and individual differences 54, 126-134, 2017 | 214 | 2017 |
| Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ) I Burić, I Sorić, Z Penezić Personality and Individual Differences 96, 138-147, 2016 | 166 | 2016 |
| The role of students’ interests in self-regulated learning: The relationship between students’ interests, learning strategies and causal attributions I Sorić, M Palekčić European Journal of Psychology of Education 24 (4), 545-565, 2009 | 133 | 2009 |
| The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement I Burić, I Sorić Learning and individual differences 22 (4), 523-529, 2012 | 123 | 2012 |
| Teachers’ emotions and self-efficacy: A test of reciprocal relations I Burić, A Slišković, I Sorić Frontiers in psychology 11, 1650, 2020 | 118 | 2020 |
| Samoregulacija učenja. Možemo li naučiti učiti. I Sorić Jasrebarsko: Naklada Slap, 2014 | 109 | 2014 |
| Big five personality traits, cognitive appraisals and emotion regulation strategies as predictors of achievement emotions I Sorić, Z Penezić, I Burić Psihologijske teme 22 (2), 325-349, 2013 | 104 | 2013 |
| Regulating emotions in the teacher’s workplace: development and initial validation of the teacher emotion-regulation scale. I Burić, Z Penezić, I Sorić International Journal of Stress Management 24 (3), 217, 2017 | 94 | 2017 |
| Zadovoljstvo poslom i profesionalni status nastavnika I Radeka, I Sorić Napredak (Zagreb) 147 (2), 161-177, 2006 | 50 | 2006 |
| Regulatory styles, causal attributions and academic achievement I Sorić School Psychology International 30 (4), 403-420, 2009 | 46 | 2009 |
| Pridonose li osobne karakteristike nastavnika vrsti interakcije koju ostvaruju sa svojim učenicima? S Šimić Šašić, I Sorić Društvena istraživanja: časopis za opća društvena pitanja 19 (6 (110)), 973-994, 2010 | 45 | 2010 |
| The relations between Principal support and work engagement and burnout: Testing the role of teachers’ emotions and educational level A Slišković, I Burić, I Sorić Work 64 (2), 203-215, 2019 | 42 | 2019 |
| Usamljenost i samoća studenata: uloga afilijativne motivacije i nekih osobnih značajki K Lacković-Grgin, Z Penezić, I Sorić Društvena istraživanja: časopis za opća društvena pitanja 4, 543-558, 1998 | 39 | 1998 |
| Samopoštovanje u ranoj adolescenciji: važnost uloge roditeljskog ponašanja i školskoga dostignuća I Burić, I Macuka, I Sorić, A Vulić-Prtorić Društvena istraživanja: časopis za opća društvena pitanja 17 (4-5), 887-906, 2008 | 37* | 2008 |
| Korelati prilagodbe studiju tijekom prve godine K Lacković-Grgin, I Sorić Društvena istraživanja 6 (4-5), 461-475, 1997 | 35 | 1997 |
| Some predictors of primary control of development in three transitional periods of life K Lacković-Grgin, T Grgin, Z Penezić, I Sorić Journal of Adult Development 8, 149-160, 2001 | 33 | 2001 |
| Kvaliteta interakcije nastavnik-učenik: povezanost s komponentama samoreguliranog učenja, ispitnom anksioznošću i školskim uspjehom S Šimić Šašić, I Sorić Suvremena psihologija 14 (1), 35-54, 2011 | 31 | 2011 |
| Anxiety and coping in the context of a school examination I Sorić Social Behavior and Personality: an international journal 27 (3), 319-330, 1999 | 30 | 1999 |
| i Sorić, I.(2001). Taksonomija depresivnosti u djetinjstvu i adolescenciji: razlike i sličnosti s obzirom na spol i dob ispitanika A Vulić-Prtorić Medica Jadertina 31 (3-4), 115-140, 0 | 27 | |
| Učeničke emocije i njihovi prediktori u procesu samoregulacije učenja Đ Petrešević, I Sorić Društvena istraživanja: časopis za opća društvena pitanja 20 (1 (111)), 211-232, 2011 | 24 | 2011 |
Zvjezdan PenezicProfessor, University of ZadarZweryfikowany adres z unizd.hr
