| Changes in epistemological beliefs in elementary science students AMM Conley, PR Pintrich, I Vekiri, D Harrison Contemporary educational psychology 29 (2), 186-204, 2004 | 876 | 2004 |
| Measuring situational interest in academic domains L Linnenbrink-Garcia, AM Durik, AMM Conley, KE Barron, JM Tauer, ... Educational and psychological measurement 70 (4), 647-671, 2010 | 609 | 2010 |
| Current issues in achievement goal theory and research PR Pintrich, AMM Conley, TM Kempler International Journal of Educational Research 39 (4-5), 319-337, 2003 | 522 | 2003 |
| Patterns of motivation beliefs: combining achievement goal and expectancy-value perspectives. AMM Conley Journal of educational psychology 104 (1), 32, 2012 | 518 | 2012 |
| The link between educational expectations and effort in the college-for-all era T Domina, AM Conley, G Farkas Sociology of Education 84 (2), 93-112, 2011 | 238 | 2011 |
| Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year K Schenke, AC Lam, AMM Conley, SA Karabenick Contemporary Educational Psychology 41, 133-146, 2015 | 152 | 2015 |
| The role of goal orientations for adolescent mathematics achievement TD Keys, AMM Conley, GJ Duncan, T Domina Contemporary educational psychology 37 (1), 47-54, 2012 | 113 | 2012 |
| Using value-added models to measure teacher effects on students’ motivation and achievement EA Ruzek, T Domina, AMM Conley, GJ Duncan, SA Karabenick The Journal of Early Adolescence 35 (5-6), 852-882, 2015 | 105 | 2015 |
| Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate? AC Lam, EA Ruzek, K Schenke, AMM Conley, SA Karabenick Journal of Educational Psychology 107 (4), 1102, 2015 | 81 | 2015 |
| Raising the stakes: How students' motivation for mathematics associates with high-and low-stakes test achievement RM Simzar, M Martinez, T Rutherford, T Domina, AMM Conley Learning and individual differences 39, 49-63, 2015 | 81 | 2015 |
| Teacher motivation for professional development SA Karabenick, A Conley National science foundation, Michigan, 2011 | 55 | 2011 |
| Harmful and enduring effects of high-stakes testing SG Paris, AMP Conley (McEvoy) Issues in Education 6 (1/2), 145-160, 2000 | 55 | 2000 |
| Expectancy-value beliefs of early-adolescent Hispanic and non-Hispanic youth: Predictors of mathematics achievement and enrollment N Safavian, AM Conley AERA Open 2 (4), 2332858416673357, 2016 | 51 | 2016 |
| Algebra for all: California's eighth-grade algebra initiative as constrained curricula T Domina, AM Penner, EK Penner, AM Conley Teachers College Record 116 (8), 1-32, 2014 | 34 | 2014 |
| The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices NA Tran, S Schneider, L Duran, AM Conley, L Richland, M Burchinal, ... Computers in Human Behavior 28 (2), 340-349, 2012 | 34 | 2012 |
| Spatial Temporal Mathematics at Scale: An Innovative and Fully Developed Paradigm to Boost Math Achievement among All Learners. T Rutherford, M Kibrick, M Burchinal, L Richland, AM Conley, K Osborne, ... Online Submission, 2010 | 32 | 2010 |
| Construct validity issues in the measurement of motivation to learn AM Conley, SA Karabenick biennial meeting of the Society for Research on Adolescence, San Francisco, 2006 | 29 | 2006 |
| Curricular policy as a collective effects problem: A distributional approach AM Penner, T Domina, EK Penner, AM Conley Social Science Research 52, 627-641, 2015 | 23 | 2015 |
| The case for dreaming big T Domina, AM Conley, G Farkas Sociology of Education 84 (2), 118-121, 2011 | 23 | 2011 |
| Tapping the motivational potential of mobile handhelds: Defining the research agenda C Tran, M Warschauer, AMM Conley Using network and mobile technology to bridge formal and informal learning, 1-30, 2013 | 11 | 2013 |
Thurston DominaSchool of Education, University of North Carolina, Chapel Hill在 email.unc.edu 的电子邮件经过验证
