Most cited papers in Education, Achievement, and Giftedness
What are the most cited papers in Education, Achievement, and Giftedness?
The most cited paper in Education, Achievement, and Giftedness is "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being." (Richard M. Ryan, Edward L. Deci, 2000), with 27,839 citations. Next come "Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions" (18,640) and "Self-efficacy mechanism in human agency." (15,425).
Showing 50 of 99 papers. Every paper with more than 1,314 citations is listed.
| # | Paper | ||
|---|---|---|---|
| 1 | Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Richard M. Ryan, Edward L. Deci · American Psychologist | 2000 | 27,839 |
| 2 | Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions Richard M. Ryan, Edward L. Deci · Contemporary Educational Psychology | 2000 | 18,640 |
| 3 | Self-efficacy mechanism in human agency. Albert Bandura · American Psychologist | Feb 1982 | 15,425 |
| 4 | Self‐determination theory and work motivation Marylène Gagné, Edward L. Deci · Journal of Organizational Behavior | 14 Apr 2005 | 7,722 |
| 5 | Motivational Beliefs, Values, and Goals Jacquelynne S. Eccles, Allan Wigfield · Annual Review of Psychology | Feb 2002 | 7,477 |
| 6 | Expectancy–Value Theory of Achievement Motivation Allan Wigfield, Jacquelynne S. Eccles · Contemporary Educational Psychology | 2000 | 7,364 |
| 7 | Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review James B. Schreiber, Amaury Nora, Frances King Stage et al. · The Journal of Educational Research | Jul 2006 | 6,969 |
| 8 | Grit: Perseverance and passion for long-term goals. Angela Lee Duckworth, Christopher Peterson, Michael D. Matthews et al. · Journal of Personality and Social Psychology | 2007 | 6,956 |
| 9 | A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Edward L. Deci, Richard Koestner, Richard M. Ryan · Psychological Bulletin | 1999 | 6,955 |
| 10 | Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions Richard M. Ryan, Edward L. Deci · Contemporary Educational Psychology | Apr 2020 | 5,809 |
| 11 | The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice Reinhard H. Pekrun · Educational Psychology Review | 4 Nov 2006 | 5,542 |
| 12 | The Role of Goal Orientation in Self-Regulated Learning Paul R. Pintrich · Elsevier eBooks | 2000 | 5,050 |
| 13 | Visible learning: a synthesis of over 800 meta‐analyses relating to achievement Mark Carter · Educational Psychology | 30 Nov 2009 | 4,611 |
| 14 | An alternative "description of personality": The Big-Five factor structure. Lewis R. Goldberg · Journal of Personality and Social Psychology | 1990 | 4,259 |
| 15 | Self-Efficacy: An Essential Motive to Learn Barry J. Zimmerman · Contemporary Educational Psychology | 2000 | 4,242 |
| 16 | Self-Efficacy Beliefs in Academic Settings Frank Pajares · Review of Educational Research | Dec 1996 | 4,125 |
| 17 | The Self-Efficacy Scale: Construction and Validation Mark Sherer, James E. Maddux, Blaise Mercandante et al. · Psychological Reports | Oct 1982 | 4,042 |
| 18 | Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. John Graham Nicholls · Psychological Review | Jul 1984 | 4,008 |
| 19 | Self-Concept: Validation of Construct Interpretations Richard J. Shavelson, Judith J. Hubner, George C. Stanton · Review of Educational Research | Sep 1976 | 3,972 |
| 20 | Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research Reinhard H. Pekrun, Thomas Goetz, Wolfram Titz et al. · Educational Psychologist | 2002 | 3,938 |
| 21 | Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Barbara M. Byrne, Richard J. Shavelson, Bengt Muthén · Psychological Bulletin | May 1989 | 3,834 |
| 22 | Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention Lisa S. Blackwell, Kali H. Trzesniewski, Carol Sorich Dweck · Child Development | 2007 | 3,804 |
| 23 | Self-Efficacy and Academic Motivation Dale H. Schunk · Educational Psychologist | Jun 1991 | 3,756 |
| 24 | Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) Paul R. Pintrich, David A. F. Smith, Teresa García et al. · Educational and Psychological Measurement | Sep 1993 | 3,653 |
| 25 | Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Michelle Richardson, Charles Abraham, Rod A. Bond · Psychological Bulletin | 2012 | 3,644 |
| 26 | The Perceived Competence Scale for Children Susan Harter · Child Development | Feb 1982 | 3,609 |
| 27 | A 2 × 2 achievement goal framework. Andrew J. Elliot, Holly A. McGregor · Journal of Personality and Social Psychology | 2001 | 3,606 |
| 28 | A hierarchical model of approach and avoidance achievement motivation. Andrew J. Elliot, Marcy A. Church · Journal of Personality and Social Psychology | 1997 | 3,605 |
| 29 | Stereotype Threat and Women's Math Performance Steven J. Spencer, Claude M. Steele, Diane M. Quinn · Journal of Experimental Social Psychology | 1999 | 3,440 |
| 30 | Four ways five factors are basic Paul T. Costa, Robert R. McCrae · Personality and Individual Differences | Jun 1992 | 3,401 |
| 31 | Development and Validation of the Short Grit Scale (Grit–S) Angela Lee Duckworth, Patrick D. Quinn · Journal of Personality Assessment | 11 Feb 2009 | 3,386 |
| 32 | Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Ellen A. Skinner, Michael J. Belmont · Journal of Educational Psychology | Dec 1993 | 3,281 |
| 33 | A self-report measure of pubertal status: Reliability, validity, and initial norms Anne C. Petersen, Lisa J. Crockett, Maryse H. Richards et al. · Journal of Youth and Adolescence | Apr 1988 | 3,223 |
| 34 | Approach and avoidance motivation and achievement goals Andrew J. Elliot · Educational Psychologist | Jun 1999 | 3,109 |
| 35 | A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Paul R. Pintrich · Journal of Educational Psychology | 12 Nov 2003 | 3,055 |
| 36 | Facilitating optimal motivation and psychological well-being across life's domains. Edward L. Deci, Richard M. Ryan · Canadian Psychology/Psychologie canadienne | Feb 2008 | 2,906 |
| 37 | The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais et al. · Educational and Psychological Measurement | Dec 1992 | 2,871 |
| 38 | A meta-analysis of the five-factor model of personality and academic performance. Arthur E. Poropat · Psychological Bulletin | Mar 2009 | 2,741 |
| 39 | Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Albert Bandura, Dale H. Schunk · Journal of Personality and Social Psychology | Sep 1981 | 2,570 |
| 40 | Autonomy, competence, and relatedness in the classroom Christopher P. Niemiec, Richard M. Ryan · Theory and Research in Education | 25 Jun 2009 | 2,521 |
| 41 | Goals: An approach to motivation and achievement. Elaine S. Elliott, Carol Sorich Dweck · Journal of Personality and Social Psychology | 1988 | 2,508 |
| 42 | On the Functional Properties of Perceived Self-Efficacy Revisited Albert Bandura · Journal of Management | 27 Sep 2011 | 2,497 |
| 43 | Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Steven B. Robbins, Kristy J. Lauver, Huy Le et al. · Psychological Bulletin | 2004 | 2,490 |
| 44 | Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Andrew J. Elliot, Judith M. Harackiewicz · Journal of Personality and Social Psychology | Mar 1996 | 2,414 |
| 45 | From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation Jacquelynne S. Eccles, Allan Wigfield · Contemporary Educational Psychology | Apr 2020 | 2,320 |
| 46 | Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents Angela Lee Duckworth, Martin E. P. Seligman · Psychological Science | 29 Nov 2005 | 2,278 |
| 47 | Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) Reinhard H. Pekrun, Thomas Goetz, Anne Christiane Frenzel et al. · Contemporary Educational Psychology | 31 Oct 2010 | 2,252 |
| 48 | Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Paul R. Pintrich · Journal of Educational Psychology | Sep 2000 | 2,178 |
| 49 | Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress Jürgen Baumert, Mareike Kunter, Werner Friedrich Blum et al. · American Educational Research Journal | 19 Oct 2009 | 2,093 |
| 50 | New Directions in Goal-Setting Theory Edwin A. Locke, Gary P. Latham · Current Directions in Psychological Science | Oct 2006 | 2,052 |
Citations are OpenAlex's own counts, from its 2026-09-23 snapshot, so the ranking can differ from Google Scholar or Web of Science. A paper is listed for a field when OpenAlex files it under one of the field's topics; retracted papers and papers whose citation count cannot be traced to citing works are left out, and a preprint and the article it became are shown once. Release dates are OpenAlex's: where a source gave only a month or a year, that is what is shown. How the lists are chosen.