热门出版物 - 学术资源搜索

h5 指数:54
h5 中位数:86

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2017-2021 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

#3 Educational Psychology & Counseling
#18 Education

标题/作者	引用次数	年份
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions RM Ryan, EL Deci Contemporary Educational Psychology 61, 101860	1062	2020
Motivation and social cognitive theory DH Schunk, MK DiBenedetto Contemporary Educational Psychology 60, 101832	368	2020
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes WLQ Oga-Baldwin, Y Nakata, P Parker, RM Ryan Contemporary Educational Psychology 49, 140-150	365	2017
From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation JS Eccles, A Wigfield Contemporary Educational Psychology 61, 101859	346	2020
Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types RH Stupnisky, A BrckaLorenz, B Yuhas, F Guay Contemporary Educational Psychology 53, 15-26	150	2018
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning J Malmberg, S Järvelä, H Järvenoja Contemporary Educational Psychology 49, 160-174	147	2017
Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject H Gaspard, I Häfner, C Parrisius, U Trautwein, B Nagengast Contemporary Educational Psychology 48, 67-84	138	2017
An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement Y Jiang, EQ Rosenzweig, H Gaspard Contemporary Educational Psychology 54, 139-152	137	2018
Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts A Ben-Eliyahu, D Moore, R Dorph, CD Schunn Contemporary Educational Psychology 53, 87-105	136	2018
Motivation and coping with the stress of assessment: Gender differences in outcomes for university students A Bonneville-Roussy, P Evans, J Verner-Filion, RJ Vallerand, T Bouffard Contemporary Educational Psychology 48, 28-42	136	2017
Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation D Litalien, AJS Morin, M Gagné, RJ Vallerand, GF Losier, RM Ryan Contemporary Educational Psychology 51, 67-82	134	2017
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education ML Bernacki, JA Greene, H Crompton Contemporary Educational Psychology 60, 101827	130	2020
Relations among teachers’ self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view H Granziera, HN Perera Contemporary Educational Psychology 58, 75-84	127	2019
Peer and teacher supports in relation to motivation and effort: A multi-level study KR Wentzel, K Muenks, D McNeish, S Russell Contemporary Educational Psychology 49, 32-45	117	2017
Interest development: Arousing situational interest affects the growth trajectory of individual interest JI Rotgans, HG Schmidt Contemporary Educational Psychology 49, 175-184	114	2017
A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children D Park, E Tsukayama, GP Goodwin, S Patrick, AL Duckworth Contemporary Educational Psychology 48, 16-27	111	2017
Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? R Steinmayr, AF Weidinger, A Wigfield Contemporary Educational Psychology 53, 106-122	107	2018
An empirical basis for linking social and emotional learning to academic performance M Panayiotou, N Humphrey, M Wigelsworth Contemporary Educational Psychology 56, 193-204	106	2019
Stability, change, and implications of students’ motivation profiles: A latent transition analysis N Gillet, AJS Morin, J Reeve Contemporary Educational Psychology 51, 222-239	105	2017
Meaningful integration within mixed methods studies: Identifying why, what, when, and how VLP Clark Contemporary Educational Psychology 57, 106-111	101	2019

1 - 20

计算机程序会自动估算并确定日期和引用次数。