| Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students' affect in the context of Latin instruction T Goetz, R Pekrun, N Hall, L Haag British Journal of Educational Psychology 76 (2), 289-308, 2006 | 483 | 2006 |
| Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions H Wang, NC Hall, S Rahimi Teaching and teacher education 47, 120-130, 2015 | 474 | 2015 |
| Between-and within-domain relations of students' academic emotions. T Goetz, AC Frenzel, R Pekrun, NC Hall, O Lüdtke Journal of Educational Psychology 99 (4), 715, 2007 | 411 | 2007 |
| Do girls really experience more anxiety in mathematics? T Goetz, M Bieg, O Lüdtke, R Pekrun, NC Hall Psychological science 24 (10), 2079-2087, 2013 | 376 | 2013 |
| Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment T Goetz, AC Frenzel, NC Hall, R Pekrun Contemporary Educational Psychology 33 (1), 9-33, 2008 | 354 | 2008 |
| Boredom and Academic Achievement: Testing a Model of Reciprocal Causation. R Pekrun, NC Hall, T Goetz, RP Perry Journal of Educational Psychology, 2014 | 334 | 2014 |
| Academic self-concept and emotion relations: Domain specificity and age effects T Goetz, H Cronjaeger, AC Frenzel, O Lüdtke, NC Hall Contemporary Educational Psychology 35 (1), 44-58, 2010 | 287 | 2010 |
| Coping with boredom in school: An experience sampling perspective UE Nett, T Goetz, NC Hall Contemporary educational psychology 36 (1), 49-59, 2011 | 284 | 2011 |
| Types of boredom: An experience sampling approach T Goetz, AC Frenzel, NC Hall, UE Nett, R Pekrun, AA Lipnevich Motivation and Emotion, 1-19, 2014 | 262 | 2014 |
| The domain specificity of academic emotional experiences T Goetz, AC Frenzel, R Pekrun, NC Hall The Journal of Experimental Education 75 (1), 5-29, 2006 | 248 | 2006 |
| Antecedents of everyday positive emotions: An experience sampling analysis T Goetz, AC Frenzel, H Stoeger, NC Hall Motivation and Emotion 34 (1), 49-62, 2010 | 242 | 2010 |
| Optimism and Attributional Retraining: Longitudinal Effects on Academic Achievement, Test Anxiety, and Voluntary Course Withdrawal in College Students1 JC Ruthig, RP Perry, NC Hall, S Hladkyj Journal of Applied Social Psychology 34 (4), 709-730, 2004 | 240 | 2004 |
| Perceived control and emotions: Interactive effects on performance in achievement settings JC Ruthig, RP Perry, S Hladkyj, NC Hall, R Pekrun, JG Chipperfield Social Psychology of Education 11 (2), 161-180, 2008 | 188 | 2008 |
| Primary and secondary control in academic development: Gender-specific implications for stress and health in college students NC Hall, JG Chipperfield, RP Perry, JC Ruthig, T Goetz Anxiety, stress, and coping 19 (2), 189-210, 2006 | 188 | 2006 |
| Perceived (academic) control and scholastic attainment in higher education RP Perry, NC Hall, JC Ruthig The scholarship of teaching and learning in higher education: An evidence …, 2007 | 177 | 2007 |
| The role of attributional retraining and elaborative learning in college students' academic development NC Hall, S Hladkyj, RP Perry, JC Ruthig The Journal of Social Psychology 144 (6), 591-612, 2004 | 172 | 2004 |
| Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes T Goetz, UE Nett, SE Martiny, NC Hall, R Pekrun, S Dettmers, U Trautwein Learning and Individual Differences 22 (2), 225-234, 2012 | 171 | 2012 |
| The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being A Sverdlik, NC Hall, L McAlpine, K Hubbard International Journal of Doctoral Studies 13 (1), 361-388, 2018 | 158 | 2018 |
| Exploring student persistence in STEM programs: a motivational model. RA Simon, MW Aulls, H Dedic, K Hubbard, NC Hall Canadian Journal of Education 38 (1), n1, 2015 | 153 | 2015 |
| A hierarchical conceptualization of enjoyment in students T Goetz, NC Hall, AC Frenzel, R Pekrun Learning and Instruction 16 (4), 323-338, 2006 | 146 | 2006 |
Thomas GoetzEducational Psychology and Societal Change, University of ViennaVerified email at univie.ac.at
