| Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts |
16 |
| Dimensional comparisons: How academic track students' achievements are related to their expectancy and value beliefs across multiple domains |
16 |
| An expectancy-value-cost approach in predicting adolescent students' academic motivation and achievement |
15 |
| Relations among teachers' self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view |
14 |
| Relational reasoning and divergent thinking: An examination of the threshold hypothesis with quantile regression |
12 |
| On the benefits of 'doing science': Does integrative writing about scientific controversies foster epistemic beliefs? |
12 |
| Faculty members' motivation for teaching and best practices: Testing a model based on self-determination theory across institution types |
11 |
| Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective |
11 |
| Longitudinal predictors of the overlap between reading and math skills |
11 |
| Reciprocal effects of homework self-concept, interest, effort, and math achievement |
11 |
| Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students |
10 |
| An empirical basis for linking social and emotional learning to academic performance |
10 |
| Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator |
10 |
| Effects of different sequences of examples and problems on motivation and learning |
9 |
| Toward a typology of integration: Examining the documents model framework |
9 |
| Meaningful integration within mixed methods studies: Identifying why, what, when, and how |
8 |
| Sources of math and science self-efficacy in rural Appalachia: A convergent mixed methods study |
8 |
| Students' and teachers' monitoring and regulation of students' text comprehension: Effects of comprehension cue availability |
8 |
| Teacher self-efficacy profiles: Determinants, outcomes, and generalizability across teaching level |
8 |
| Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research |
7 |
| The developmental interplay of academic self-concept and achievement within and across domains among primary school students |
7 |
| How are upper secondary school students' expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison |
7 |
| Curiosity... Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving |
7 |
| Examining engagement in context using experience-sampling method with mobile technology |
7 |
| Repairing the leaky pipeline: A motivationally supportive intervention to enhance persistence in undergraduate science pathways |
7 |
| Adaptability, personal best (PB) goals setting, and gains in students' academic outcomes: A longitudinal examination from a social cognitive perspective |
7 |
| Does students' grit predict their school achievement above and beyond their personality, motivation, and engagement? |
7 |
| Developing a thirst for knowledge: How uncertainty in the classroom influences curiosity, affect, learning, and transfer |
7 |
| Effects of reading real versus print-out versions of multiple documents on students' sourcing and integrated understanding |
7 |
| Gender-specific teacher expectations in reading-The role of teachers' gender stereotypes |
7 |
| Fostering grit: Perceived school goal-structure predicts growth in grit and grades |
7 |
| Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing Chock for performance of middle school students |
7 |
| Preservice teachers' racialized emotion recognition, anger bias, and hostility attributions |
6 |
| How different levels of conceptualization and measurement affect the relationship between teacher self-efficacy and students' academic achievement |
6 |
| Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students' math achievement |
6 |
| Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling |
6 |
| Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context |
6 |
| Family socioeconomic status and Chinese children's early academic development: Examining child-level mechanisms |
6 |
| Teachers can do it: Scalable identity-based motivation intervention in the classroom |
6 |
| Patterns of math and English self-concepts as motivation for college major selection |
6 |
| The effects of retrieval practice and prior topic knowledge on test performance and confidence judgments |
6 |
| Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit |
6 |
| Expectancy value interactions and academic achievement: Differential relationships with achievement measures |
6 |
| Why does parents' involvement in youth's learning vary across elementary, middle, and high school? |
6 |
| Training higher education teachers' critical thinking and attitudes towards teaching it |
6 |
| Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students' perceived homework quality |
5 |
| Putting mobile into mathematics: Results of a randomised controlled trial |
5 |
| Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography |
5 |
| Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children |
5 |
| Bidirectional relationships between children's executive functioning, visual skills, and word reading ability during the transition from kindergarten to primary school |
5 |
