| Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. EA Patall, RR Steingut, AC Vasquez, SS Trimble, KA Pituch, JL Freeman Journal of Educational Psychology 110 (2), 269, 2018 | 315 | 2018 |
| The effect of drama-based pedagogy on preK–16 outcomes: A meta-analysis of research from 1985 to 2012 BK Lee, EA Patall, SW Cawthon, RR Steingut Review of educational research 85 (1), 3-49, 2015 | 248 | 2015 |
| High school student perceptions of the utility of the engineering design process: Creating opportunities to engage in engineering practices and apply math and science content L Berland, R Steingut, P Ko Journal of Science Education and Technology 23, 705-720, 2014 | 137 | 2014 |
| Agency and high school science students' motivation, engagement, and classroom support experiences EA Patall, KA Pituch, RR Steingut, AC Vasquez, N Yates, AAU Kennedy Journal of Applied Developmental Psychology 62, 77-92, 2019 | 131 | 2019 |
| Daily interest, engagement, and autonomy support in the high school science classroom EA Patall, AC Vasquez, RR Steingut, SS Trimble, KA Pituch Contemporary Educational Psychology 46, 180-194, 2016 | 131 | 2016 |
| Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective EA Patall, S Hooper, AC Vasquez, KA Pituch, RR Steingut Learning and Instruction 58, 220-231, 2018 | 109 | 2018 |
| The effect of rationale provision on motivation and performance outcomes: A meta-analysis. RR Steingut, EA Patall, SS Trimble Motivation Science 3 (1), 19, 2017 | 84 | 2017 |
| Explaining variation in student efforts towards using math and science knowledge in engineering contexts LK Berland, R Steingut International Journal of Science Education 38 (18), 2742-2761, 2016 | 64 | 2016 |
| Supporting and thwarting autonomy in the high school science classroom EA Patall, AC Vasquez, RR Steingut, SS Trimble, KA Pituch Cognition and Instruction 35 (4), 337-362, 2017 | 54 | 2017 |
| Gender disparities in students’ motivational experiences in high school science classrooms EA Patall, RR Steingut, JL Freeman, KA Pituch, AC Vasquez Science Education 102 (5), 951-977, 2018 | 48 | 2018 |
| Psychological affordances help explain where a self-transcendent purpose intervention improves performance. SL Reeves, MD Henderson, GL Cohen, RR Steingut, Q Hirschi, ... Journal of Personality and Social Psychology 120 (1), 1, 2021 | 40 | 2021 |
| The effects of goal origin and implementation intentions on goal commitment, effort, and performance E Seo, EA Patall, MD Henderson, RR Steingut The Journal of Experimental Education 86 (3), 386-401, 2018 | 40 | 2018 |
| The effect of rationale provision on motivation and performance outcomes: A meta-analysis. Motivation Science, 3 (1), 19–50 RR Steingut, EA Patall, SS Trimble | 16 | 2017 |
| The effects of losing postsecondary student grant aid: Results from a systematic review RR LaSota, JR Polanin, LW Perna, MJ Austin, RR Steingut, MA Rodgers Educational Researcher 51 (2), 160-168, 2022 | 13 | 2022 |
| Research Synthesis Methods RR Steingut, EA Patall, CJ Fong Routledge, 2022 | 3 | 2022 |
| Effects of the 5E Instructional Model: A Systematic Review and Meta-Analysis JR Polanin, M Austin, JA Taylor, RR Steingut, MA Rodgers, R Williams AERA Open 10, 23328584241269866, 2024 | 1 | 2024 |
| The effect of rationale on classroom engagement: moderation by perceived competence RR Steingut | | 2017 |
| Daily Perceived Teacher Practice Measure EA Patall, RR Steingut, AC Vasquez, SS Trimble, KA Pituch, JL Freeman Journal of Educational Psychology, 0 | | |
