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 | 783 | 2015 |
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 | 635 | 2006 |
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 | 598 | 2013 |
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, 361-388, 2018 | 581 | 2018 |
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 | 567 | 2007 |
Boredom and academic achievement: Testing a model of reciprocal causation. R Pekrun, NC Hall, T Goetz, RP Perry Journal of educational Psychology 106 (3), 696, 2014 | 497 | 2014 |
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 | 496 | 2008 |
Types of boredom: An experience sampling approach T Goetz, AC Frenzel, NC Hall, UE Nett, R Pekrun, AA Lipnevich Motivation and emotion 38, 401-419, 2014 | 429 | 2014 |
Coping with boredom in school: An experience sampling perspective UE Nett, T Goetz, NC Hall Contemporary educational psychology 36 (1), 49-59, 2011 | 415 | 2011 |
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 | 398 | 2010 |
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 | 364 | 2006 |
Antecedents of everyday positive emotions: An experience sampling analysis T Goetz, AC Frenzel, H Stoeger, NC Hall Motivation and Emotion 34, 49-62, 2010 | 338 | 2010 |
Antecedents, correlates and consequences of faculty burnout Z Sabagh, NC Hall, A Saroyan Educational Research 60 (2), 131-156, 2018 | 323 | 2018 |
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 | 277 | 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 | 252 | 2012 |
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, 161-180, 2008 | 241 | 2008 |
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 | 235 | 2015 |
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 | 223 | 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 | 210 | 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 | 204 | 2004 |