| The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap L Van den Bergh, E Denessen, L Hornstra, M Voeten, RW Holland American Educational Research Journal 47 (2), 497-527, 2010 | 1198 | 2010 |
| Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia L Hornstra, E Denessen, J Bakker, L van den Bergh, M Voeten Journal of learning disabilities 43 (6), 515-529, 2010 | 407 | 2010 |
| Student emotions in class: The relative importance of teachers and their interpersonal relations with students T Mainhard, S Oudman, L Hornstra, RJ Bosker, T Goetz Learning and instruction 53, 109-119, 2018 | 316 | 2018 |
| Motivational teacher strategies: the role of beliefs and contextual factors L Hornstra, C Mansfield, I Van der Veen, T Peetsma, M Volman Learning environments research 18 (3), 363-392, 2015 | 249 | 2015 |
| Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review E Denessen, L Hornstra, L van den Bergh, G Bijlstra Learning and Instruction 78, 101437, 2022 | 194 | 2022 |
| Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences L Hornstra, I Van Der Veen, T Peetsma, M Volman Learning and Individual Differences 23, 195-204, 2013 | 166 | 2013 |
| Teacher expectation effects on need-supportive teaching, student motivation, and engagement: A self-determination perspective L Hornstra, K Stroet, E van Eijden, J Goudsblom, C Roskamp Educational Research and Evaluation 24 (3-5), 324-345, 2018 | 157 | 2018 |
| Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation J Domen, L Hornstra, D Weijers, I van der Veen, T Peetsma British Journal of Educational Psychology 90 (2), 403-423, 2020 | 134 | 2020 |
| Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes? L Hornstra, K Stroet, D Weijers Teaching and Teacher Education 99, 103257, 2021 | 128 | 2021 |
| The meaning of meaningful learning in mathematics in upper-primary education J Polman, L Hornstra, M Volman Learning Environments Research 24 (3), 469-486, 2021 | 124 | 2021 |
| Learning loss in vulnerable student populations after the first COVID-19 school closure in the Netherlands TM Schuurman, LF Henrichs, NK Schuurman, S Polderdijk, L Hornstra Scandinavian Journal of Educational Research 67 (2), 309-326, 2023 | 113 | 2023 |
| Does classroom composition make a difference: Effects on developments in motivation, sense of classroom belonging, and achievement in upper primary school L Hornstra, I Van Der Veen, T Peetsma, M Volman School Effectiveness and School Improvement 26 (2), 125-152, 2015 | 110 | 2015 |
| Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective L Hornstra, A Bakx, S Mathijssen, JJA Denissen Learning and Individual Differences 80, 101871, 2020 | 98 | 2020 |
| Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics M Arztmann, L Hornstra, J Jeuring, L Kester Studies in Science Education 59 (1), 109-145, 2023 | 91 | 2023 |
| Conscientiousness as a predictor of the gender gap in academic achievement AR Verbree, L Hornstra, L Maas, L Wijngaards-de Meij Research in higher education 64 (3), 451-472, 2023 | 82 | 2023 |
| Domain-specificity of motivation: A longitudinal study in upper primary school L Hornstra, I van der Veen, T Peetsma Learning and Individual Differences 51, 167-178, 2016 | 73 | 2016 |
| It's more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language B Flunger, L Hollmann, L Hornstra, K Murayama Learning and Instruction 77, 101500, 2022 | 52 | 2022 |
| Achievement goal profiles and developments in effort and achievement in upper elementary school L Hornstra, M Majoor, T Peetsma British Journal of Educational Psychology 87 (4), 606-629, 2017 | 52 | 2017 |
| Innovative learning and developments in motivation and achievement in upper primary school L Hornstra, I Van Der Veen, T Peetsma, M Volman Educational Psychology 35 (5), 598-633, 2015 | 46 | 2015 |
| Teacher expectations and self-determination theory: Considering convergence and divergence of theories L Hornstra, K Stroet, C Rubie-Davies, A Flint Educational Psychology Review 35 (3), 76, 2023 | 43 | 2023 |
