| Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. J Hughes, O Kwok Journal of educational psychology 99 (1), 39, 2007 | 1242 | 2007 |
| Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. JN Hughes, W Luo, OM Kwok, LK Loyd Journal of educational psychology 100 (1), 1, 2008 | 1176 | 2008 |
| Further support for the developmental significance of the quality of the teacher–student relationship JN Hughes, TA Cavell, V Willson Journal of school psychology 39 (4), 289-301, 2001 | 935 | 2001 |
| Drinking Water and Health: Volume 1 National Research Council, Division on Earth, Life Studies, ... National Academies Press, 1977 | 854 | 1977 |
| Teacher–student relationships as compensatory resources for aggressive children BT Meehan, JN Hughes, TA Cavell Child development 74 (4), 1145-1157, 2003 | 829 | 2003 |
| Influence of the teacher-student relationship in childhood conduct problems: A prospective study JN Hughes, TA Cavell Journal of clinical child psychology 28 (2), 173-184, 1999 | 619 | 1999 |
| Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment JN Hughes The Elementary school journal 112 (1), 38-60, 2011 | 558 | 2011 |
| Dynamics of teacher–student relationships: Stability and change across elementary school and the influence on children’s academic success JL Spilt, JN Hughes, JY Wu, OM Kwok Child development 83 (4), 1180-1195, 2012 | 557 | 2012 |
| Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students JN Hughes, KA Gleason, D Zhang Journal of school psychology 43 (4), 303-320, 2005 | 518 | 2005 |
| Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis JN Hughes, O Kwok Journal of school psychology 43 (6), 465-480, 2006 | 452 | 2006 |
| Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy JN Hughes, Q Chen Journal of applied developmental psychology 32 (5), 278-287, 2011 | 442 | 2011 |
| Ethnicity and language contributions to dimensions of parent involvement SW Wong, JN Hughes School psychology review 35 (4), 645-662, 2006 | 430 | 2006 |
| The role of relational aggression in identifying aggressive boys and girls C Henington, JN Hughes, TA Cavell, B Thompson Journal of School psychology 36 (4), 457-477, 1998 | 395 | 1998 |
| Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects J Liew, Q Chen, JN Hughes Early Childhood Research Quarterly 25 (1), 51-64, 2010 | 382 | 2010 |
| Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders J Liew, EM McTigue, L Barrois, JN Hughes Early childhood research quarterly 23 (4), 515-526, 2008 | 375 | 2008 |
| Teacher–student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement JY Wu, JN Hughes, OM Kwok Journal of school psychology 48 (5), 357-387, 2010 | 367 | 2010 |
| A positive view of self: Risk or protection for aggressive children? JN Hughes, TA Cavell, PB GROSSMAN Development and psychopathology 9 (1), 75-94, 1997 | 360 | 1997 |
| Quality of research design moderates effects of grade retention on achievement: A meta-analytic, multilevel analysis CS Allen, Q Chen, VL Willson, JN Hughes Educational evaluation and policy analysis 31 (4), 480-499, 2009 | 340 | 2009 |
| Callous/unemotional traits moderate the relation between ineffective parenting and child externalizing problems: A partial replication and extension M Oxford, TA Cavell, JN Hughes Journal of Clinical Child and Adolescent Psychology 32 (4), 577-585, 2003 | 327 | 2003 |
| Differential benefits of skills training with antisocial youth based on group composition: A meta-analytic investigation RP Ang, JN Hughes School Psychology Review 31 (2), 164-185, 2002 | 312 | 2002 |
