| Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school J Pietarinen, T Soini, K Pyhältö International Journal of Educational Research 67, 40-51, 2014 | 510 | 2014 |
| Balancing between inspiration and exhaustion: PhD students' experienced socio-psychological well-being J Stubb, K Pyhältö, K Lonka Studies in Continuing Education 33 (1), 33-50, 2011 | 402 | 2011 |
| Teachers’ professional agency in contradictory times A Toom, K Pyhältö, FOC Rust Teachers and Teaching 21 (6), 615-623, 2015 | 355 | 2015 |
| Reducing teacher burnout: A socio-contextual approach J Pietarinen, K Pyhältö, T Soini, K Salmela-Aro Teaching and teacher education 35, 62-72, 2013 | 324 | 2013 |
| Teacher–working-environment fit as a framework for burnout experienced by Finnish teachers K Pyhältö, J Pietarinen, K Salmela-Aro Teaching and teacher education 27 (7), 1101-1110, 2011 | 315 | 2011 |
| Pedagogical well‐being: reflecting learning and well‐being in teachers’ work T Soini, K Pyhältö, J Pietarinen Teachers and Teaching: theory and practice 16 (6), 735-751, 2010 | 289 | 2010 |
| Challenges of becoming a scholar: A study of doctoral students' problems and well-being K Pyhältö, A Toom, J Stubb, K Lonka International Scholarly Research Notices 2012, 2012 | 277 | 2012 |
| Developing scholarly communities as learning environments for doctoral students K Pyhältö, J Stubb, K Lonka International Journal for Academic Development 14 (3), 221-232, 2009 | 275 | 2009 |
| Do comprehensive school teachers perceive themselves as active professional agents in school reforms? K Pyhältö, J Pietarinen, T Soini Journal of Educational Change 13, 95-116, 2012 | 218 | 2012 |
| Fit matters in the supervisory relationship: Doctoral students and supervisors perceptions about the supervisory activities K Pyhältö, J Vekkaila, J Keskinen Innovations in Education and Teaching International 52 (1), 4-16, 2015 | 210 | 2015 |
| Teachers’ professional agency and learning–from adaption to active modification in the teacher community K Pyhältö, J Pietarinen, T Soini Teachers and teaching 21 (7), 811-830, 2015 | 205 | 2015 |
| Early career teachers’ sense of professional agency in the classroom: Associations with turnover intentions and perceived inadequacy in teacher–student interaction L Heikonen, J Pietarinen, K Pyhältö, A Toom, T Soini Asia-Pacific Journal of teacher education 45 (3), 250-266, 2017 | 203 | 2017 |
| Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions K Räsänen, J Pietarinen, K Pyhältö, T Soini, P Väisänen Social Psychology of Education 23, 837-859, 2020 | 196 | 2020 |
| The relationships between doctoral students’ perceptions of supervision and burnout S Cornér, E Löfström, K Pyhältö Informing Science Institute, 2023 | 185 | 2023 |
| Teacher burnout profiles and proactive strategies K Pyhältö, J Pietarinen, K Haverinen, L Tikkanen, T Soini European Journal of Psychology of Education 36 (1), 219-242, 2021 | 169 | 2021 |
| Large-scale curriculum reform in Finland–exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence J Pietarinen, K Pyhältö, T Soini The Curriculum Journal 28 (1), 22-40, 2017 | 168 | 2017 |
| Comprehensive school teachers’ professional agency in large-scale educational change K Pyhältö, J Pietarinen, T Soini Journal of educational change 15, 303-325, 2014 | 164 | 2014 |
| Pupils’ pedagogical well-being in comprehensive school—significant positive and negative school experiences of Finnish ninth graders K Pyhältö, T Soini, J Pietarinen European Journal of Psychology of Education 25, 207-221, 2010 | 158 | 2010 |
| How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community? A Toom, J Pietarinen, T Soini, K Pyhältö Teaching and teacher education 63, 126-136, 2017 | 155 | 2017 |
| The experienced meaning of working with a PhD thesis J Stubb, K Pyhältö, K Lonka Scandinavian Journal of Educational Research 56 (4), 439-456, 2012 | 148 | 2012 |
