| The importance of teachers' emotions and instructional behavior for their students' emotions–An experience sampling analysis ES Becker, T Goetz, V Morger, J Ranellucci Teaching and Teacher education 43, 15-26, 2014 | 680 | 2014 |
| Achievement goals, emotions, learning, and performance: A process model. J Ranellucci, NC Hall, T Goetz Motivation Science 1 (2), 98, 2015 | 174 | 2015 |
| The effects of technology-mediated immediate feedback on kindergarten students' attitudes, emotions, engagement and learning outcomes during literacy skills development KR Muis, J Ranellucci, G Trevors, MC Duffy Learning and Instruction 38, 1-13, 2015 | 116 | 2015 |
| Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics GM Franco, KR Muis, P Kendeou, J Ranellucci, L Sampasivam, X Wang Learning and Instruction 22 (1), 62-77, 2012 | 112 | 2012 |
| Exploring pre‐service teachers' use of technology: The technology acceptance model and expectancy–value theory J Ranellucci, JM Rosenberg, EG Poitras Journal of Computer Assisted Learning 36 (6), 810-824, 2020 | 83 | 2020 |
| Achievement goals and emotions: The mediational roles of perceived progress, control, and value NC Hall, L Sampasivam, KR Muis, J Ranellucci British Journal of Educational Psychology 86 (2), 313-330, 2016 | 83 | 2016 |
| The interactive effects of personal achievement goals and performance feedback in an undergraduate science class KR Muis, J Ranellucci, GM Franco, KJ Crippen The Journal of Experimental Education 81 (4), 556-578, 2013 | 81 | 2013 |
| Affective profiles and academic success in a college science course KA Robinson, J Ranellucci, Y Lee, SV Wormington, CJ Roseth, ... Contemporary Educational Psychology 51, 209-221, 2017 | 77 | 2017 |
| Testing the TIDE: Examining the nature of students’ epistemic beliefs using a multiple methods approach KR Muis, G Trevors, M Duffy, J Ranellucci, MJ Foy The Journal of Experimental Education 84 (2), 264-288, 2016 | 69 | 2016 |
| To master or perform? Exploring relations between achievement goals and conceptual change learning J Ranellucci, KR Muis, M Duffy, X Wang, L Sampasivam, GM Franco British Journal of Educational Psychology 83 (3), 431-451, 2013 | 56 | 2013 |
| What were they thinking? Using cognitive interviewing to examine the validity of self-reported epistemic beliefs KR Muis, MC Duffy, G Trevors, J Ranellucci, M Foy International Education Research 2 (1), 17-32, 2014 | 52 | 2014 |
| Technology-rich tools to support self-regulated learning and performance in medicine SP Lajoie, L Naismith, E Poitras, YJ Hong, I Cruz-Panesso, J Ranellucci, ... International handbook of metacognition and learning technologies, 229-242, 2013 | 48 | 2013 |
| Effects of peer and instructor rationales on online students’ motivation and achievement TS Shin, J Ranellucci, CJ Roseth International Journal of Educational Research 82, 184-199, 2017 | 41 | 2017 |
| The conceptualization of costs and barriers of a teaching career among Latino preservice teachers BW Bergey, J Ranellucci, A Kaplan Contemporary Educational Psychology 59, 101794, 2019 | 36 | 2019 |
| Motivation profiles of urban preservice teachers: Relations to socialization, initial career perceptions, and demographics BW Bergey, J Ranellucci Contemporary Educational Psychology 64, 101936, 2021 | 31 | 2021 |
| Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science M Akcaoglu, JM Rosenberg, J Ranellucci, CV Schwarz International Journal of Educational Research 87, 67-77, 2018 | 25 | 2018 |
| Momentary emotion profiles in high school science and their relations to control, value, achievement, and science career intentions. KA Robinson, PN Beymer, J Ranellucci, JA Schmidt Motivation Science 6 (4), 401, 2020 | 23 | 2020 |
| Measuring affect in educational contexts: A circumplex approach L Linnenbrink-Garcia, SV Wormington, J Ranellucci Methodological advances in research on emotion and education, 165-178, 2016 | 22 | 2016 |
| Achievement goals, emotions, learning, and performance: A process model. Motivation Science, 1 (2), 98–120 J Ranellucci, NC Hall, T Goetz | 21 | 2015 |
| Using motivation design principles to teach screencasting in online teacher education courses J Ranellucci, BW Bergey Journal of Technology and Teacher Education 28 (2), 393-401, 2020 | 17 | 2020 |
Krista MuisMcGill University在 mcgill.ca 的电子邮件经过验证
