| Year |
Citation |
Score |
| 2022 |
Herbert MJ, Clinton-Lisell V, Stupnisky RH. Faculty Motivation for OER Textbook Adoption and Future Use. Innovative Higher Education. 1-18. PMID 36285180 DOI: 10.1007/s10755-022-09625-6 |
0.356 |
|
| 2020 |
Daumiller M, Stupnisky R, Janke S. Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions International Journal of Educational Research. 99: 101502. DOI: 10.1016/J.Ijer.2019.101502 |
0.351 |
|
| 2019 |
Stupnisky RH, Hall NC, Pekrun R. The Emotions of Pretenure Faculty: Implications for Teaching and Research Success The Review of Higher Education. 42: 1489-1526. DOI: 10.1353/Rhe.2019.0073 |
0.393 |
|
| 2019 |
Stupnisky RH, Hall NC, Pekrun R. Faculty enjoyment, anxiety, and boredom for teaching and research: instrument development and testing predictors of success Studies in Higher Education. 44: 1712-1722. DOI: 10.1080/03075079.2019.1665308 |
0.424 |
|
| 2019 |
Raccanello D, Brondino M, Moè A, Stupnisky R, Lichtenfeld S. Enjoyment, boredom, anxiety in elementary schools in two domains: Relations with achievement Journal of Experimental Education. 87: 449-469. DOI: 10.1080/00220973.2018.1448747 |
0.448 |
|
| 2019 |
Stupnisky RH, BrckaLorenz A, Laird TFN. How does faculty research motivation type relate to success? A test of self-determination theory International Journal of Educational Research. 98: 25-35. DOI: 10.1016/J.Ijer.2019.08.007 |
0.411 |
|
| 2019 |
Guay F, Stupnisky R, Boivin M, Japel C, Dionne G. Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement Early Childhood Research Quarterly. 48: 215-225. DOI: 10.1016/J.Ecresq.2019.03.005 |
0.605 |
|
| 2018 |
Stupnisky RH, BrckaLorenz A, Yuhas B, Guay F. Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types Contemporary Educational Psychology. 53: 15-26. DOI: 10.1016/J.Cedpsych.2018.01.004 |
0.444 |
|
| 2017 |
Respondek L, Seufert T, Stupnisky R, Nett UE. Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement Frontiers in Psychology. 8: 243. PMID 28326043 DOI: 10.3389/Fpsyg.2017.00243 |
0.668 |
|
| 2017 |
Stupnisky RH, Hall NC, Daniels LM, Mensah E. Testing a Model of Pretenure Faculty Members’ Teaching and Research Success: Motivation as a Mediator of Balance, Expectations, and Collegiality The Journal of Higher Education. 88: 376-400. DOI: 10.1080/00221546.2016.1272317 |
0.434 |
|
| 2017 |
Butz NT, Stupnisky RH. Improving student relatedness through an online discussion intervention Computers in Education. 114: 117-138. DOI: 10.1016/J.Compedu.2017.06.006 |
0.568 |
|
| 2016 |
Nett UE, Daschmann EC, Goetz T, Stupnisky RH. How Accurately Can Parents Judge Their Children's Boredom in School? Frontiers in Psychology. 7: 770. PMID 27445876 DOI: 10.3389/Fpsyg.2016.00770 |
0.404 |
|
| 2016 |
Butz NT, Stupnisky RH, Pekrun R, Jensen JL, Harsell DM. The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control-Value Theory. Decision Sciences Journal of Innovative Education. 14: 441-474. DOI: 10.1111/Dsji.12110 |
0.6 |
|
| 2016 |
Stupnisky RH, Pekrun R, Lichtenfeld S. New faculty members' emotions: a mixed-method study† Studies in Higher Education. 41: 1167-1188. DOI: 10.1080/03075079.2014.968546 |
0.384 |
|
| 2016 |
Butz NT, Stupnisky RH. A mixed methods study of graduate students' self-determined motivation in synchronous hybrid learning environments Internet and Higher Education. 28: 85-95. DOI: 10.1016/J.Iheduc.2015.10.003 |
0.57 |
|
| 2015 |
Butz NT, Stupnisky RH, Pekrun R. Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach Research in Learning Technology. 23: 1-16. DOI: 10.3402/Rlt.V23.26097 |
0.558 |
|
| 2015 |
Stupnisky RH, Weaver-Hightower MB, Kartoshkina Y. Exploring and testing the predictors of new faculty success: a mixed methods study Studies in Higher Education. 40: 368-390. DOI: 10.1080/03075079.2013.842220 |
0.381 |
|
| 2015 |
Dong Y, Stupnisky RH, Obade M, Gerszewski T, Ruthig JC. Value of college education mediating the predictive effects of causal attributions on academic success Social Psychology of Education. 18: 531-546. DOI: 10.1007/S11218-015-9299-5 |
0.584 |
|
| 2014 |
Daschmann EC, Goetz T, Stupnisky RH. Exploring the antecedents of boredom: Do teachers know why students are bored? Teaching and Teacher Education. 39: 22-30. DOI: 10.1016/J.Tate.2013.11.009 |
0.54 |
|
| 2014 |
Daniels LM, Perry RP, Stupnisky RH, Stewart TL, Newall NEG, Clifton RA. The longitudinal effects of achievement goals and perceived control on university student achievement European Journal of Psychology of Education. 29: 175-194. DOI: 10.1007/S10212-013-0193-2 |
0.715 |
|
| 2013 |
Daniels LM, Frenzel AC, Stupnisky RH, Stewart TL, Perry RP. Personal goals as predictors of intended classroom goals: comparing elementary and secondary school pre-service teachers. The British Journal of Educational Psychology. 83: 396-413. PMID 23822528 DOI: 10.1111/J.2044-8279.2012.02069.X |
0.596 |
|
| 2013 |
Stupnisky RH, Perry RP, Renaud RD, Hladkyj S. Looking beyond Grades: Comparing Self-Esteem and Perceived Academic Control as Predictors of First-Year College Students' Well-Being. Learning and Individual Differences. 23: 151-157. DOI: 10.1016/J.Lindif.2012.07.008 |
0.737 |
|
| 2013 |
Dong Y, Stupnisky RH, Berry JC. Multiple causal attributions: An investigation of college students learning a foreign language European Journal of Psychology of Education. 28: 1587-1602. DOI: 10.1007/S10212-013-0183-4 |
0.568 |
|
| 2012 |
Lichtenfeld S, Pekrun R, Stupnisky RH, Reiss K, Murayama K. Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES) Learning and Individual Differences. 22: 190-201. DOI: 10.1016/J.Lindif.2011.04.009 |
0.521 |
|
| 2012 |
Daniels LM, Stupnisky RH. Not that different in theory: Discussing the control-value theory of emotions in online learning environments Internet and Higher Education. 15: 222-226. DOI: 10.1016/J.Iheduc.2012.04.002 |
0.402 |
|
| 2012 |
Stupnisky RH, Perry RP, Hall NC, Guay F. Examining perceived control level and instability as predictors of first-year college students’ academic achievement Contemporary Educational Psychology. 37: 81-90. DOI: 10.1016/J.Cedpsych.2012.01.001 |
0.716 |
|
| 2011 |
Daschmann EC, Goetz T, Stupnisky RH. Testing the predictors of boredom at school: development and validation of the precursors to boredom scales. The British Journal of Educational Psychology. 81: 421-40. PMID 21770913 DOI: 10.1348/000709910X526038 |
0.517 |
|
| 2011 |
Stupnisky RH, Stewart TL, Daniels LM, Perry RP. When do students ask why? Examining the precursors and outcomes of causal search among first-year college students Contemporary Educational Psychology. 36: 201-211. DOI: 10.1016/J.Cedpsych.2010.06.004 |
0.724 |
|
| 2011 |
Daniels LM, Stewart TL, Stupnisky RH, Perry RP, LoVerso T. Relieving career anxiety and indecision: The role of undergraduate students' perceived control and faculty affiliations Social Psychology of Education. 14: 409-426. DOI: 10.1007/S11218-010-9151-X |
0.73 |
|
| 2010 |
Perry RP, Stupnisky RH, Hall NC, Chipperfield JG, Weiner B. Bad starts and better finishes: Attributional retraining and initial performance in competitive achievement settings Journal of Social and Clinical Psychology. 29: 668-700. DOI: 10.1521/Jscp.2010.29.6.668 |
0.721 |
|
| 2010 |
Pekrun R, Goetz T, Daniels LM, Stupnisky RH, Perry RP. Boredom in Achievement Settings: Exploring Control-Value Antecedents and Performance Outcomes of a Neglected Emotion Journal of Educational Psychology. 102: 531-549. DOI: 10.1037/A0019243 |
0.714 |
|
| 2009 |
Daniels LM, Stupnisky RH, Pekrun R, Haynes TL, Perry RP, Newall NE. A Longitudinal Analysis of Achievement Goals: From Affective Antecedents to Emotional Effects and Achievement Outcomes Journal of Educational Psychology. 101: 948-963. DOI: 10.1037/A0016096 |
0.669 |
|
| 2009 |
Ruthig JC, Haynes TL, Stupnisky RH, Perry RP. Perceived academic control: Mediating the effects of optimism and social support on college students' psychological health Social Psychology of Education. 12: 233-249. DOI: 10.1007/S11218-008-9079-6 |
0.628 |
|
| 2008 |
Haynes TL, Daniels LM, Stupnisky RH, Perry RP, Hladkyj S. The effect of attributional retraining on mastery and performance motivation among first-year college students Basic and Applied Social Psychology. 30: 198-207. DOI: 10.1080/01973530802374972 |
0.74 |
|
| 2008 |
Daniels LM, Haynes TL, Stupnisky RH, Perry RP, Newall NE, Pekrun R. Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes Contemporary Educational Psychology. 33: 584-608. DOI: 10.1016/J.Cedpsych.2007.08.002 |
0.681 |
|
| 2008 |
Stupnisky RH, Renaud RD, Daniels LM, Haynes TL, Perry RP. The interrelation of first-year college students' critical thinking disposition, perceived academic control, and academic achievement Research in Higher Education. 49: 513-530. DOI: 10.1007/S11162-008-9093-8 |
0.747 |
|
| 2008 |
Perry RP, Stupnisky RH, Daniels LM, Haynes TL. Attributional (explanatory) thinking about failure in new achievement settings European Journal of Psychology of Education. 23: 459-475. DOI: 10.1007/Bf03172753 |
0.717 |
|
| 2007 |
Hall NC, Perry RP, Goetz T, Ruthig JC, Stupnisky RH, Newall NE. Attributional retraining and elaborative learning: Improving academic development through writing-based interventions Learning and Individual Differences. 17: 280-290. DOI: 10.1016/J.Lindif.2007.04.002 |
0.701 |
|
| 2007 |
Stupnisky RH, Renaud RD, Perry RP, Ruthig JC, Haynes TL, Clifton RA. Comparing self-esteem and perceived control as predictors of first-year college students' academic achievement Social Psychology of Education. 10: 303-330. DOI: 10.1007/S11218-007-9020-4 |
0.723 |
|
| 2006 |
Haynes TL, Ruthig JC, Perry RP, Stupnisky RH, Hall NC. Reducing the academic risks of over-optimism: The longitudinal effects of attributional retraining on cognition and achievement Research in Higher Education. 47: 755-779. DOI: 10.1007/S11162-006-9014-7 |
0.702 |
|
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