| School burnout and engagement in the context of demands–resources model K Salmela‐Aro, K Upadyaya British journal of educational psychology 84 (1), 137-151, 2014 | 576 | 2014 |
| Development of school engagement in association with academic success and well-being in varying social contexts K Upadyaya, K Salmela-Aro European psychologist, 2013 | 551 | 2013 |
| The dark side of internet use: Two longitudinal studies of excessive internet use, depressive symptoms, school burnout and engagement among Finnish early and late adolescents K Salmela-Aro, K Upadyaya, K Hakkarainen, K Lonka, K Alho Journal of youth and adolescence 46, 343-357, 2017 | 392 | 2017 |
| From job demands and resources to work engagement, burnout, life satisfaction, depressive symptoms, and occupational health K Upadyaya, M Vartiainen, K Salmela-Aro Burnout research 3 (4), 101-108, 2016 | 373 | 2016 |
| Role of demands-resources in work engagement and burnout in different career stages K Salmela-Aro, K Upadyaya Journal of Vocational Behavior 108, 190-200, 2018 | 199 | 2018 |
| Adolescents' longitudinal school engagement and burnout before and during COVID‐19—The role of socio‐emotional skills K Salmela‐Aro, K Upadyaya, J Vinni‐Laakso, L Hietajärvi Journal of research on adolescence 31 (3), 796-807, 2021 | 142 | 2021 |
| School engagement and school burnout profiles during high school–The role of socio-emotional skills K Salmela-Aro, K Upadyaya European Journal of Developmental Psychology 17 (6), 943-964, 2020 | 129 | 2020 |
| School burnout and psychosocial problems among adolescents: Grit as a resilience factor X Tang, K Upadyaya, K Salmela-Aro Journal of Adolescence 86, 77-89, 2021 | 114 | 2021 |
| Developmental trajectories of school burnout: Evidence from two longitudinal studies K Salmela-Aro, K Upadyaya Learning and Individual Differences 36, 60-68, 2014 | 92 | 2014 |
| Children's school performance and their parents' causal attributions to ability and effort: A longitudinal study K Natale, K Aunola, JE Nurmi Journal of Applied Developmental Psychology 30 (1), 14-22, 2009 | 89 | 2009 |
| Study burnout and engagement during COVID-19 among university students: The role of demands, resources, and psychological needs K Salmela-Aro, K Upadyaya, I Ronkainen, L Hietajärvi Journal of Happiness Studies 23 (6), 2685-2702, 2022 | 88 | 2022 |
| Parents' causal attributions concerning their children's school achievement: A longitudinal study K Rytkönen, K Aunola, JE Nurmi Merrill-Palmer Quarterly (1982-), 494-522, 2005 | 87 | 2005 |
| Do teachers’ perceptions of children’s math and reading related ability and effort predict children’s self-concept of ability in math and reading? K Upadyaya, J Eccles Educational Psychology 35 (1), 110-127, 2015 | 85 | 2015 |
| Student engagement in adolescence: A scoping review of longitudinal studies 2010–2020 K Salmela‐Aro, X Tang, J Symonds, K Upadyaya Journal of Research on Adolescence 31 (2), 256-272, 2021 | 77 | 2021 |
| How do teachers' beliefs predict children's interest in math from kindergarten to sixth grade? K Upadyaya, JS Eccles Merrill-Palmer Quarterly (1982-) 60 (4), 403-430, 2014 | 71 | 2014 |
| Co-development of educational aspirations and academic burnout from adolescence to adulthood in Finland K Salmela-Aro, K Upadyaya Research in Human Development 14 (2), 106-121, 2017 | 61 | 2017 |
| Parents' causal attributions concerning their children's academic achievement K Natale Jyväskylä studies in education, psychology and social research, 2007 | 59 | 2007 |
| Suomalaisten rehtorien ja opettajien työhyvinvointiprofiilit koronakeväänä K Salmela-Aro, K Upadyaya, L Hietajärvi Psykologia 55 (6), 426-443, 2020 | 55 | 2020 |
| Job crafting and well-being among school principals: The role of basic psychological need satisfaction and frustration H Toyama, K Upadyaya, K Salmela-Aro European management journal 40 (5), 809-818, 2022 | 54 | 2022 |
| School principals’ stress profiles during COVID-19, demands, and resources K Upadyaya, H Toyama, K Salmela-Aro Frontiers in Psychology 12, 731929, 2021 | 54 | 2021 |