| Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research AC Vasquez, EA Patall, CJ Fong, AS Corrigan, L Pine Educational Psychology Review 28, 605-644, 2016 | 419 | 2016 |
| Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. EA Patall, RR Steingut, AC Vasquez, SS Trimble, KA Pituch, JL Freeman Journal of Educational Psychology 110 (2), 269, 2018 | 279 | 2018 |
| Parental ethnic–racial socialization practices and the construction of children of color’s ethnic–racial identity: A research synthesis and meta-analysis. JP Huguley, MT Wang, AC Vasquez, J Guo Psychological bulletin 145 (5), 437, 2019 | 249 | 2019 |
| A meta-analysis of negative feedback on intrinsic motivation CJ Fong, EA Patall, AC Vasquez, S Stautberg Educational Psychology Review 31, 121-162, 2019 | 192 | 2019 |
| Effects of expository text structure interventions on comprehension: A meta‐analysis N Pyle, AC Vasquez, B Lignugaris/Kraft, SL Gillam, DR Reutzel, ... Reading Research Quarterly 52 (4), 469-501, 2017 | 149 | 2017 |
| Daily interest, engagement, and autonomy support in the high school science classroom EA Patall, AC Vasquez, RR Steingut, SS Trimble, KA Pituch Contemporary Educational Psychology 46, 180-194, 2016 | 117 | 2016 |
| Agency and high school science students' motivation, engagement, and classroom support experiences EA Patall, KA Pituch, RR Steingut, AC Vasquez, N Yates, AAU Kennedy Journal of Applied Developmental Psychology 62, 77-92, 2019 | 106 | 2019 |
| Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective EA Patall, S Hooper, AC Vasquez, KA Pituch, RR Steingut Learning and Instruction 58, 220-231, 2018 | 86 | 2018 |
| Supporting and thwarting autonomy in the high school science classroom EA Patall, AC Vasquez, RR Steingut, SS Trimble, KA Pituch Cognition and Instruction 35 (4), 337-362, 2017 | 46 | 2017 |
| Gender disparities in students’ motivational experiences in high school science classrooms EA Patall, RR Steingut, JL Freeman, KA Pituch, AC Vasquez Science Education 102 (5), 951-977, 2018 | 40 | 2018 |
| Calculus II course redesign: Supporting faculty in pedagogical change D Carney, M Sanders, S Spiegel, R Swanson, A Vasquez PRIMUS 31 (3-5), 643-657, 2021 | 5 | 2021 |
| Parent autonomy support, academic achievement and psychosocial functioning: a meta-analysis of research A Crowther The University of Texas at Austin, 2014 | 3 | 2014 |
| Work in Progress: Investigation of the Psychological and Demographic Characteristics that Impact Performance in Online Modules and Courses SE Zappe, S Cutler, S Spiegel, D Jordan, AC Vasquez 2021 ASEE Virtual Annual Conference Content Access, 2021 | 1 | 2021 |
| Advancing Student Success Through Integrated Sociocultural and Academic Intervention Strategies S Kurwadkar, S Mayoral Proceedings of the 2022 ASEE Annual Conference & Exposition, 2022 | | 2022 |
| “It’s Been a While”: Faculty Reflect on Their Experiences Implementing What They Learned During an Intensive Summer Program AC Vasquez, AH Nave, S Spiegel 2020 ASEE Virtual Annual Conference Content Access, 2020 | | 2020 |
| Daily health habits: the effects of autonomy, competence, and relatedness AC Vasquez | | 2016 |
| Daily Perceived Teacher Practice Measure EA Patall, RR Steingut, AC Vasquez, SS Trimble, KA Pituch, JL Freeman Journal of Educational Psychology, 0 | | |
| A Meta-Analysis of Negative Feedback on Intrinsic Motivation Carlton J. Fong Texas State University Erika A. Patall University of Southern California AC Vasquez, S Stautberg | | |
Erika A. PatallProfessor, University of Southern California, Rossier School of EducationVerified email at usc.edu
