| # | Title | Journal | Year | Citations |
|---|
| 1 | Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions | Contemporary Educational Psychology | 2000 | 10,230 |
| 2 | Expectancy–Value Theory of Achievement Motivation | Contemporary Educational Psychology | 2000 | 4,316 |
| 3 | Self-Efficacy: An Essential Motive to Learn | Contemporary Educational Psychology | 2000 | 2,199 |
| 4 | Assessing Metacognitive Awareness | Contemporary Educational Psychology | 1994 | 1,497 |
| 5 | Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions | Contemporary Educational Psychology | 2020 | 1,451 |
| 6 | Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) | Contemporary Educational Psychology | 2011 | 1,229 |
| 7 | Research on Cooperative Learning and Achievement: What We Know, What We Need to Know | Contemporary Educational Psychology | 1996 | 1,066 |
| 8 | Becoming a strategic reader | Contemporary Educational Psychology | 1983 | 842 |
| 9 | An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research | Contemporary Educational Psychology | 2000 | 814 |
| 10 | Cognitive Test Anxiety and Academic Performance | Contemporary Educational Psychology | 2002 | 733 |
| 11 | Becoming a self-regulated learner: Which are the key subprocesses? | Contemporary Educational Psychology | 1986 | 719 |
| 12 | Agency as a fourth aspect of students’ engagement during learning activities | Contemporary Educational Psychology | 2011 | 706 |
| 13 | The instruction of reading comprehension | Contemporary Educational Psychology | 1983 | 676 |
| 14 | From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation | Contemporary Educational Psychology | 2020 | 675 |
| 15 | Dimensionality and Disciplinary Differences in Personal Epistemology | Contemporary Educational Psychology | 2000 | 661 |
| 16 | A Motivated Exploration of Motivation Terminology | Contemporary Educational Psychology | 2000 | 581 |
| 17 | Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation | Contemporary Educational Psychology | 2004 | 567 |
| 18 | The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome | Contemporary Educational Psychology | 2008 | 555 |
| 19 | Measures of Effect Size for Comparative Studies: Applications, Interpretations, and Limitations | Contemporary Educational Psychology | 2000 | 537 |
| 20 | The Development and Validation of Scales Assessing Students' Achievement Goal Orientations | Contemporary Educational Psychology | 1998 | 534 |
| 21 | Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools | Contemporary Educational Psychology | 1997 | 521 |
| 22 | Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students | Contemporary Educational Psychology | 1999 | 505 |
| 23 | A latent profile analysis of college students’ achievement goal orientation | Contemporary Educational Psychology | 2007 | 493 |
| 24 | Social supports from teachers and peers as predictors of academic and social motivation | Contemporary Educational Psychology | 2010 | 463 |
| 25 | Becoming a Self-Regulated Writer: A Social Cognitive Perspective | Contemporary Educational Psychology | 1997 | 434 |
| 26 | Self-Efficacy Beliefs and General Mental Ability in Mathematical Problem-Solving | Contemporary Educational Psychology | 1995 | 432 |
| 27 | A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation | Contemporary Educational Psychology | 2014 | 431 |
| 28 | Influences on Achievement: Goals, Perceived Ability, and Cognitive Engagement | Contemporary Educational Psychology | 1996 | 403 |
| 29 | Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability | Contemporary Educational Psychology | 1996 | 386 |
| 30 | The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context | Contemporary Educational Psychology | 2011 | 385 |
| 31 | Motivation and social cognitive theory | Contemporary Educational Psychology | 2020 | 385 |
| 32 | Social Predictors of Changes in Students' Achievement Goal Orientations | Contemporary Educational Psychology | 1999 | 384 |
| 33 | Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development | Contemporary Educational Psychology | 2005 | 379 |
| 34 | Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement | Contemporary Educational Psychology | 1993 | 365 |
| 35 | Achievement Goals and Student Well-Being | Contemporary Educational Psychology | 1999 | 363 |
| 36 | Exploring students’ calibration of self reports about study tactics and achievement | Contemporary Educational Psychology | 2002 | 353 |
| 37 | Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination | Contemporary Educational Psychology | 2008 | 352 |
| 38 | Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling | Contemporary Educational Psychology | 2009 | 347 |
| 39 | Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science | Contemporary Educational Psychology | 2011 | 343 |
| 40 | Sources of self-efficacy in mathematics: A validation study | Contemporary Educational Psychology | 2009 | 336 |
| 41 | Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes | Contemporary Educational Psychology | 2009 | 334 |
| 42 | Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs | Contemporary Educational Psychology | 2005 | 331 |
| 43 | New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data | Contemporary Educational Psychology | 2006 | 330 |
| 44 | Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? | Contemporary Educational Psychology | 2004 | 329 |
| 45 | Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions | Contemporary Educational Psychology | 2001 | 327 |
| 46 | Changes in epistemological beliefs in elementary science students | Contemporary Educational Psychology | 2004 | 327 |
| 47 | Academic Motivation and School Performance: Toward a Structural Model | Contemporary Educational Psychology | 1995 | 326 |
| 48 | Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science | Contemporary Educational Psychology | 2000 | 325 |
| 49 | Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students | Contemporary Educational Psychology | 1996 | 323 |
| 50 | Exploring the validity of a teachers’ self-efficacy scale in five countries | Contemporary Educational Psychology | 2009 | 314 |
