| STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes EA Canning, K Muenks, DJ Green, MC Murphy Science advances 5 (2), eaau4734, 2019 | 681 | 2019 |
| How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. K Muenks, A Wigfield, JS Yang, CR O'Neal Journal of Educational Psychology 109 (5), 599, 2017 | 579 | 2017 |
| I can do this! The development and calibration of children’s expectations for success and competence beliefs K Muenks, A Wigfield, JS Eccles Developmental Review 48, 24-39, 2018 | 287 | 2018 |
| Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and … K Muenks, EA Canning, J LaCosse, DJ Green, S Zirkel, JA Garcia, ... Journal of Experimental Psychology: General 149 (11), 2119, 2020 | 248 | 2020 |
| Associations between grit, motivation, and achievement in high school students. K Muenks, JS Yang, A Wigfield Motivation Science 4 (2), 158, 2018 | 237 | 2018 |
| 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, 2017 | 206 | 2017 |
| Peer influence on students' motivation, academic achievement, and social behavior KR Wentzel, K Muenks Handbook of social influences in school contexts, 13-30, 2016 | 164 | 2016 |
| Grit and conscientiousness: Another jangle fallacy A Ponnock, K Muenks, M Morell, JS Yang, JR Gladstone, A Wigfield Journal of Research in Personality 89, 104021, 2020 | 116 | 2020 |
| Emotional support, social goals, and classroom behavior: A multilevel, multisite study. KR Wentzel, K Muenks, D McNeish, S Russell Journal of Educational Psychology 110 (5), 611, 2018 | 96 | 2018 |
| Students’ thinking about effort and ability: The role of developmental, contextual, and individual difference factors K Muenks, DB Miele Review of Educational Research 87 (4), 707-735, 2017 | 93 | 2017 |
| Parental beliefs about the fixedness of ability K Muenks, DB Miele, GB Ramani, LM Stapleton, ML Rowe Journal of Applied Developmental Psychology 41, 78-89, 2015 | 85 | 2015 |
| Achievement motivation: What we know and where we are going A Wigfield, K Muenks, JS Eccles Annual Review of Developmental Psychology 3 (1), 87-111, 2021 | 69 | 2021 |
| Making the grade: Assessing the evidence for integrated student supports KA Moore | 64 | 2014 |
| “Just because I am first gen doesn't mean I’m not asking for help”: A thematic analysis of first-generation college students’ academic help-seeking behaviors. T Payne, K Muenks, E Aguayo Journal of diversity in higher Education, 2021 | 57 | 2021 |
| Parents’ beliefs about high school students’ spatial abilities: Gender differences and associations with parent encouragement to pursue a STEM career and students’ STEM career … K Muenks, EG Peterson, AE Green, RA Kolvoord, DH Uttal Sex Roles 82 (9), 570-583, 2020 | 52 | 2020 |
| An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms KM Kroeper, K Muenks, EA Canning, MC Murphy Teaching and Teacher Education 114, 103717, 2022 | 41 | 2022 |
| Students can (mostly) recognize effective learning, so why do they not do it? SD Rea, L Wang, K Muenks, VX Yan Journal of Intelligence 10 (4), 127, 2022 | 39 | 2022 |
| Associations between parents and students’ motivational beliefs in mathematics and mathematical performance: The role of gender JR Gladstone, I Häfner, L Turci, H Kneissler, K Muenks Contemporary Educational Psychology 54, 221-234, 2018 | 37 | 2018 |
| Associations between grit, motivation, and achievement in high school students. Motivation Science, 4 (2), 158–176 K Muenks, JS Yang, A Wigfield | 37 | 2018 |
| Children's achievement motivation in school A Wigfield, K Muenks, EQ Rosenzweig Routledge international handbook of social psychology of the classroom, 9-20, 2015 | 35 | 2015 |
Allan WigfieldUniversity of MarylandVerified email at umd.edu
