# | Title | Journal | Year | Citations |
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1 | Resilient teachers: resisting stress and burnout | Social Psychology of Education | 2004 | 373 |
2 | Emotional regulation goals and strategies of teachers | Social Psychology of Education | 2004 | 285 |
3 | Why they leave: the impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors | Social Psychology of Education | 2012 | 247 |
4 | (null) | Social Psychology of Education | 2000 | 240 |
5 | The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents | Social Psychology of Education | 2012 | 220 |
6 | Job demands and job resources as predictors of teacher motivation and well-being | Social Psychology of Education | 2018 | 193 |
7 | Social context, student's motivation, and academic achievement: Toward a process model | Social Psychology of Education | 1996 | 178 |
8 | Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support | Social Psychology of Education | 2012 | 175 |
9 | Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations Efficacy | Social Psychology of Education | 2003 | 169 |
10 | Social presence in online discussion groups: testing three conceptions and their relations to perceived learning | Social Psychology of Education | 2008 | 169 |
11 | Protective Factors as Moderators of Risk Factors in Adolescence Bullying | Social Psychology of Education | 2005 | 154 |
12 | Is school bullying really on the rise? | Social Psychology of Education | 2011 | 153 |
13 | Novice teachers’ experience of teaching: a dynamic aspect of burnout | Social Psychology of Education | 2010 | 151 |
14 | Opportunities For Learning: Course Sequences and Positional Advantages | Social Psychology of Education | 1997 | 150 |
15 | (null) | Social Psychology of Education | 2001 | 149 |
16 | Burnout syndrome in secondary school teachers: a systematic review and meta-analysis | Social Psychology of Education | 2019 | 145 |
17 | Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school | Social Psychology of Education | 2017 | 141 |
18 | Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit | Social Psychology of Education | 2012 | 136 |
19 | Academic expectations as sources of stress in Asian students | Social Psychology of Education | 2011 | 128 |
20 | Academic press and sense of community: Conflict, congruence, and implications for student achievement | Social Psychology of Education | 1996 | 125 |
21 | Teacher practices associated with students' sense of the classroom as a community | Social Psychology of Education | 1996 | 125 |
22 | Dimensions of teacher burnout: relations with potential stressors at school | Social Psychology of Education | 2017 | 125 |
23 | Comparing cyberbullying and school bullying among school students: prevalence, gender, and grade level differences | Social Psychology of Education | 2015 | 120 |
24 | School factors associated with school refusal- and truancy-related reasons for school non-attendance | Social Psychology of Education | 2015 | 119 |
25 | Parental expectations and school relationships as contributors to adolescents’ positive outcomes | Social Psychology of Education | 2014 | 118 |
26 | Teachers’ burnout, depression, role ambiguity and conflict | Social Psychology of Education | 2009 | 115 |
27 | Using implicit bias training to improve attitudes toward women in STEM | Social Psychology of Education | 2014 | 114 |
28 | Knife-like mouth and tofu-like heart: emotion regulation by Chinese teachers in classroom teaching | Social Psychology of Education | 2016 | 108 |
29 | (null) | Social Psychology of Education | 1999 | 107 |
30 | School related stress in early adolescence and academic performance three years later: the conditional influence of self expectations | Social Psychology of Education | 2005 | 107 |
31 | Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments | Social Psychology of Education | 2013 | 107 |
32 | The Change in Middle School Students’ Achievement Goals in Mathematics Over Time | Social Psychology of Education | 2004 | 105 |
33 | Relationship Between School and Classroom Environment and Teacher Burnout: A LISREL Analysis | Social Psychology of Education | 2003 | 104 |
34 | Bullying and Victimization: Cause for Concern for both Families and Schools | Social Psychology of Education | 2004 | 102 |
35 | Perceptions of Youth Obesity among Physical Educators | Social Psychology of Education | 2005 | 102 |
36 | STEM enrichment programs and graduate school matriculation: the role of science identity salience | Social Psychology of Education | 2013 | 101 |
37 | Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors? | Social Psychology of Education | 2013 | 100 |
38 | The impact of resilience on role stressors and burnout in elementary and secondary teachers | Social Psychology of Education | 2016 | 100 |
39 | The effects of an academic environment intervention on science identification among women in STEM | Social Psychology of Education | 2013 | 98 |
40 | Perceived control and emotions: interactive effects on performance in achievement settings | Social Psychology of Education | 2008 | 97 |
41 | Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada | Social Psychology of Education | 2011 | 93 |
42 | (null) | Social Psychology of Education | 2001 | 92 |
43 | The consequences of stereotype threat on the academic performance of White and non-White lower income college students | Social Psychology of Education | 2006 | 92 |
44 | Cultural models of education in American Indian, Asian American and European American contexts | Social Psychology of Education | 2007 | 91 |
45 | The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions | Social Psychology of Education | 2021 | 90 |
46 | The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: a path analysis using the ECLS-K database | Social Psychology of Education | 2010 | 89 |
47 | Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance | Social Psychology of Education | 2008 | 88 |
48 | Aloha teachers: teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement | Social Psychology of Education | 2016 | 88 |
49 | Burnout in School Principals: Role Related Antecedents | Social Psychology of Education | 2002 | 87 |
50 | Parental style and child bullying and victimization experiences at school | Social Psychology of Education | 2008 | 84 |