| The actiotope model of giftedness A Ziegler, W Vialle, B Wimmer Exceptionality in East Asia. Explorations in the actiotope model of …, 2013 | 500 | 2013 |
| On being gifted, but sad and misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study W Vialle, PCL Heaven, J Ciarrochi Educational research and Evaluation 13 (6), 569-586, 2007 | 236 | 2007 |
| Are we exacerbating students’ learning disabilities? An investigation of preservice teachers’ attributions of the educational outcomes of students with learning disabilities S Woodcock, W Vialle Annals of Dyslexia 61, 223-241, 2011 | 136 | 2011 |
| Nursing students' self-efficacy, self-regulated learning and academic performance in science S Andrew, W Vialle Nursing Times 76 (10), 427-432, 1998 | 112 | 1998 |
| “just challenge those high-ability learners and they'll be all right!”. the impact of social context and challenging instruction on the affective development of high-ability … K Eddles-Hirsch, W Vialle, KB Rogers, J McCormick Journal of Advanced Academics 22 (1), 106-128, 2010 | 110 | 2010 |
| The relationship between self-esteem and academic achievement in high ability students: Evidence from the Wollongong Youth Study W Vialle, PCL Heaven, J Ciarrochi Australasian Journal of Gifted Education 24 (2), 17-23, 2015 | 104 | 2015 |
| Acceleration: A coat of many colours W Vialle, T Ashton, G Carlon, F Rankin Roeper Review 24 (1), 14-19, 2001 | 104 | 2001 |
| Exogenous and endogenous learning resources in the Actiotope Model of Giftedness and its significance for gifted education A Ziegler, KL Chandler, W Vialle, H Stoeger Journal for the Education of the Gifted 40 (4), 310-333, 2017 | 101 | 2017 |
| Giftedness and gifted education: The need for a paradigm change A Ziegler, H Stoeger, W Vialle Gifted Child Quarterly 56 (4), 194-197, 2012 | 101 | 2012 |
| The actiotope model of giftedness: An introduction to some central theoretical assumptions A Ziegler, W Vialle, B Wimmer Exceptionality in East Asia, 1-16, 2013 | 92 | 2013 |
| Insiders or outsiders: The role of social context in the peer relations of gifted students K Eddles-Hirsch, W Vialle, J McCormick, K Rogers Roeper review 34 (1), 53-62, 2012 | 92 | 2012 |
| Psychology for educators W Vialle, P Lysaght, I Verenikina Cengage Learning Australia, 2005 | 90 | 2005 |
| In Australia: Multiple Intelligences in Multiple Settings. W Vialle Educational leadership 55 (1), 65-69, 1997 | 85 | 1997 |
| Conscientiousness and Eysenckian psychoticism as predictors of school grades: A one-year longitudinal study PCL Heaven, J Ciarrochi, W Vialle Personality and Individual Differences 42 (3), 535-546, 2007 | 81 | 2007 |
| “Termanal” science? The work of Lewis Terman revisited W Vialle Roeper Review 17 (1), 32-38, 1994 | 76 | 1994 |
| Does the teacher of the gifted need to be gifted? W Vialle, S Quigley Gifted and Talented International 17 (2), 85-90, 2002 | 74 | 2002 |
| Can Australian universities take measures to increase the lecture attendance of marketing students? S Dolnicar, S Kaiser, K Matus, W Vialle Journal of Marketing Education 31 (3), 203-211, 2009 | 72 | 2009 |
| An examination of pre-service teachers' attributions for students with specific learning difficulties S Woodcock, W Vialle Learning and Individual Differences 45, 252-259, 2016 | 66 | 2016 |
| Handbook on child development W Vialle Cengage Learning Australia, 2000 | 63 | 2000 |
| The many faces of giftedness: Lifting the masks AY Baldwin, W Vialle (No Title), 1999 | 63 | 1999 |
