| Academic self‐efficacy in study‐related skills and behaviours: Relations with learning‐related emotions and academic success D Putwain, P Sander, D Larkin British Journal of Educational Psychology 83 (4), 633-650, 2013 | 471 | 2013 |
| Test anxiety in UK schoolchildren: Prevalence and demographic patterns DW Putwain British Journal of Educational Psychology 77 (3), 579-593, 2007 | 325 | 2007 |
| Personal and situational predictors of test anxiety of students in post‐compulsory education DW Putwain, KA Woods, W Symes British Journal of Educational Psychology 80 (1), 137-160, 2010 | 315 | 2010 |
| Is academic buoyancy anything more than adaptive coping? DW Putwain, L Connors, W Symes, E Douglas-Osborn Anxiety, Stress & Coping 25 (3), 349-358, 2012 | 299 | 2012 |
| Researching academic stress and anxiety in students: some methodological considerations D Putwain British educational research journal 33 (2), 207-219, 2007 | 282 | 2007 |
| Test anxiety prevalence and gender differences in a sample of English secondary school students D Putwain, AL Daly Educational Studies 40 (5), 554-570, 2014 | 275 | 2014 |
| Deconstructing test anxiety DW Putwain Emotional and Behavioural Difficulties 13 (2), 141-155, 2008 | 220 | 2008 |
| Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time DW Putwain, S Becker, W Symes, R Pekrun Learning and Instruction 54, 73-81, 2018 | 216 | 2018 |
| Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics SP McGeown, D Putwain, EG Simpson, E Boffey, J Markham, A Vince Learning and Individual Differences 32, 278-286, 2014 | 203 | 2014 |
| Assessment and examination stress in Key Stage 4 DW Putwain British Educational Research Journal 35 (3), 391-411, 2009 | 198 | 2009 |
| Is the relationship between competence beliefs and test anxiety influenced by goal orientation? DW Putwain, RA Daniels Learning and Individual Differences 20 (1), 8-13, 2010 | 188 | 2010 |
| Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis DW Putwain, R Pekrun, LJ Nicholson, W Symes, S Becker, HW Marsh American Educational Research Journal 55 (6), 1339-1368, 2018 | 182 | 2018 |
| Do cognitive distortions mediate the test anxiety–examination performance relationship? DW Putwain, L Connors, W Symes Educational Psychology 30 (1), 11-26, 2010 | 179 | 2010 |
| Do clusters of test anxiety and academic buoyancy differentially predict academic performance? DW Putwain, AL Daly Learning and Individual Differences 27, 157-162, 2013 | 172 | 2013 |
| The key to successful achievement as an undergraduate student: confidence and realistic expectations? L Nicholson, D Putwain, L Connors, P Hornby-Atkinson Studies in higher education 38 (2), 285-298, 2013 | 158 | 2013 |
| Fear appeals in the primary classroom: Effects on test anxiety and test grade DW Putwain, N Best Learning and individual differences 21 (5), 580-584, 2011 | 139 | 2011 |
| Achievement goals as mediators of the relationship between competence beliefs and test anxiety DW Putwain, W Symes British Journal of Educational Psychology 82 (2), 207-224, 2012 | 129 | 2012 |
| Test anxiety and GCSE performance: The effect of gender and socio‐economic background DW Putwain Educational Psychology in Practice 24 (4), 319-334, 2008 | 118 | 2008 |
| Academically buoyant students are less anxious about and perform better in high‐stakes examinations DW Putwain, AL Daly, S Chamberlain, S Sadreddini British Journal of Educational Psychology 85 (3), 247-263, 2015 | 114 | 2015 |
| Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress DW Putwain, NP von der Embse Educational Psychology 39 (1), 51-64, 2019 | 112 | 2019 |
