| 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 | 1813 | 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 | 546 | 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 | 515 | 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 | 381 | 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 | 338 | 2011 |
| 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 | 337 | 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 | 327 | 2018 |
| 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 | 322 | 2008 |
| 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 | 254 | 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 | 250 | 2020 |
| 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 | 214 | 2009 |
| 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 | 194 | 2010 |
| 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 | 181 | 2011 |
| 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 | 170 | 2012 |
| 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 | 167 | 2017 |
| 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 | 163 | 2014 |
| 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 (7), 755-779, 2006 | 160 | 2006 |
| Enjoyment, boredom, anxiety in elementary schools in two domains: Relations with achievement D Raccanello, M Brondino, A Moè, R Stupnisky, S Lichtenfeld The Journal of Experimental Education 87 (3), 449-469, 2019 | 158 | 2019 |
| A mixed methods study of graduate students' self-determined motivation in synchronous hybrid learning environments NT Butz, RH Stupnisky The Internet and Higher Education 28, 85-95, 2016 | 154 | 2016 |
| 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 (3), 303-330, 2007 | 149 | 2007 |
Lia M DanielsUniversity of AlbertaVerified email at ualberta.ca
