| Manual for the patterns of adaptive learning scales C Midgley University of Michigan, 2000 | 2725 | 2000 |
| Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? C Midgley, A Kaplan, M Middleton Journal of educational psychology 93 (1), 77, 2001 | 2076 | 2001 |
| Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. H Patrick, AM Ryan, A Kaplan Journal of educational psychology 99 (1), 83, 2007 | 1723 | 2007 |
| The contributions and prospects of goal orientation theory A Kaplan, ML Maehr Educational psychology review 19, 141-184, 2007 | 1591 | 2007 |
| The development and validation of scales assessing students' achievement goal orientations C Midgley, A Kaplan, M Middleton, ML Maehr, T Urdan, LH Anderman, ... Contemporary educational psychology 23 (2), 113-131, 1998 | 1390 | 1998 |
| The development and validation of scales assessing students' achievement goal orientations C Midgley, A Kaplan, M Middleton, ML Maehr, T Urdan, LH Anderman, ... Contemporary Educational Psychology 23 (2), 113-131, 1998 | 1390 | 1998 |
| Achievement goals and student well-being A Kaplan, ML Maehr Contemporary educational psychology 24 (4), 330-358, 1999 | 979 | 1999 |
| The role of identity development, values, and costs in college STEM retention. T Perez, JG Cromley, A Kaplan Journal of educational psychology 106 (1), 315, 2014 | 828 | 2014 |
| Classroom goal structure and student disruptive behaviour A Kaplan, M Gheen, C Midgley British Journal of Educational Psychology 72 (2), 191-211, 2002 | 647 | 2002 |
| Achievement goals and goal structures A Kaplan, MJ Middleton, T Urdan, C Midgley Goals, goal structures, and patterns of adaptive learning, 21-53, 2014 | 577 | 2014 |
| Positive classroom motivational environments: Convergence between mastery goal structure and the classroom social climate H Patrick, A Kaplan, A Ryan Journal of Educational Psychology 103 (2), 367-382, 2011 | 565 | 2011 |
| The effect of achievement goals: Does level of perceived academic competence make a difference? A Kaplan, C Midgley Contemporary educational psychology 22 (4), 415-435, 1997 | 490 | 1997 |
| Patterns of adaptive learning survey (PALS) C Midgley, ML Maehr, L Hicks, R Roeser, T Urdan, E Anderman, A Kaplan, ... Ann Arbor, MI: Center for Leadership and Learning, 1996 | 462 | 1996 |
| Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. A Assor, M Vansteenkiste, A Kaplan Journal of educational psychology 101 (2), 482, 2009 | 414 | 2009 |
| The origins, evolution, and future directions of achievement goal theory T Urdan, A Kaplan Contemporary Educational Psychology 61, 101862, 2020 | 341 | 2020 |
| A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity. A Kaplan, JK Garner Developmental psychology 53 (11), 2036, 2017 | 341 | 2017 |
| Exploratory orientation as an educational goal H Flum, A Kaplan Educational Psychologist 41 (2), 99-110, 2006 | 335 | 2006 |
| Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study I Katz, A Kaplan, G Gueta The Journal of Experimental Education 78 (2), 246-267, 2009 | 322 | 2009 |
| Clarifying metacognition, self-regulation, and self-regulated learning: What’s the purpose? A Kaplan Educational psychology review 20, 477-484, 2008 | 322 | 2008 |
| The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies A Kaplan, C Midgley Learning and individual differences 11 (2), 187-212, 1999 | 292 | 1999 |
Jennifer CromleyProfessor, Educational Psychology, UIUCVerified email at illinois.edu
