| How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective LDV Rubenstein, LM Ridgley, GL Callan, S Karami, J Ehlinger Teaching and Teacher Education 70, 100-110, 2018 | 243 | 2018 |
| Anchoring the creative process within a self-regulated learning framework: Inspiring assessment methods and future research LDV Rubenstein, GL Callan, LM Ridgley Educational Psychology Review 30 (3), 921-945, 2018 | 71 | 2018 |
| Students’ strategic planning and strategy use during creative problem solving: The importance of perspective-taking LDV Rubenstein, GL Callan, LM Ridgley, A Henderson Thinking Skills and Creativity 34, 100556, 2019 | 51 | 2019 |
| Measuring self-regulated learning during creative problem-solving with SRL microanalysis. GL Callan, LDV Rubenstein, LM Ridgley, JR McCall Psychology of Aesthetics, Creativity, and the Arts, 2019 | 48 | 2019 |
| Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention LM Ridgley, L DaVia Rubenstein, GL Callan Psychology in the Schools 57 (9), 1365-1384, 2020 | 41 | 2020 |
| How problem identification strategies influence creativity outcomes LDV Rubenstein, GL Callan, KS Neumeister, LM Ridgley, MH Finch Contemporary Educational Psychology 60, 101840, 2020 | 38 | 2020 |
| Finding the problem: How students approach problem identification LDV Rubenstein, GL Callan, KS Neumeister, LM Ridgley Thinking Skills and Creativity 35, 100635, 2020 | 21 | 2020 |
| Unified program design: Organizing existing programming models, delivery options, and curriculum LDV Rubenstein, LM Ridgley Gifted Child Today 40 (3), 163-174, 2017 | 19 | 2017 |
| A fulcrum of change: From self-stigma to resilience. SA Stringer, SL Williams, KE Ault, KB Juart, JM Stephens, LM Ridgley, ... Stigma and Health 3 (4), 315, 2018 | 16 | 2018 |
| Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach LM Ridgley, L DaVia Rubenstein, WH Finch Gifted and Talented International 34 (1-2), 6-18, 2019 | 13 | 2019 |
| Self-regulated learning as a cyclical process and predictor of creative problem-solving GL Callan, LDV Rubenstein, LM Ridgley, K Speirs Neumeister, ... Educational Psychology 41 (9), 1139-1159, 2021 | 12 | 2021 |
| Are Gifted Students Adapting Their Self-Regulated Learning Processes When Experiencing Challenging Tasks? LM Ridgley, L DaVia Rubenstein, GL Callan Gifted Child Quarterly 66 (1), 3-22, 2022 | 9 | 2022 |
| Measuring and predicting divergent thinking with a self-report questionnaire, teacher rating scale, and self-regulated learning microanalysis GL Callan, L DaVia Rubenstein, LM Ridgley, K Speirs Neumeister, ... Journal of Psychoeducational Assessment 39 (5), 549-562, 2021 | 4 | 2021 |
| The impact of task difficulty on self-regulated learning (SRL) processes in gifted students LM Ridgley | 2 | 2019 |
| Finding the Problem: Students' Approaches to Problem Identification within a Creative Problem-Solving Context. LDV Rubenstein, GL Callan, K Neumeister, LM Ridgley, MH Finch AERA Online Paper Repository, 2019 | | 2019 |
Gregory L. CallanUtah State University在 usu.edu 的电子邮件经过验证
Gregory L. CallanUtah State University在 usu.edu 的电子邮件经过验证