Robert Stupnisky
Robert Stupnisky
Associate Professor, Educational Foundations & Research, University of North Dakota
Verified email at - Homepage
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Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.
R Pekrun, T Goetz, LM Daniels, RH Stupnisky, RP Perry
Journal of Educational Psychology 102 (3), 531, 2010
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes
LM Daniels, TL Haynes, RH Stupnisky, RP Perry, NE Newall, R Pekrun
Contemporary Educational Psychology 33 (4), 584-608, 2008
A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.
LM Daniels, RH Stupnisky, R Pekrun, TL Haynes, RP Perry, NE Newall
Journal of Educational Psychology 101 (4), 948, 2009
The Interrelation of first-year college students’ critical thinking disposition, perceived academic control, and academic achievement
RH Stupnisky, RD Renaud, LM Daniels, TL Haynes, RP Perry
Research in Higher Education 49 (6), 513-530, 2008
Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales
EC Daschmann, T Goetz, RH Stupnisky
British Journal of Educational Psychology 81 (3), 421-440, 2011
Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health
JC Ruthig, TL Haynes, RH Stupnisky, RP Perry
Social Psychology of Education 12 (2), 233-249, 2009
A review of attributional retraining treatments: Fostering engagement and persistence in vulnerable college students
TL Haynes, RP Perry, RH Stupnisky, LM Daniels
Higher education: Handbook of theory and research, 227-272, 2009
Reducing the academic risks of over-optimism: The longitudinal effects of attributional retraining on cognition and achievement
TL Haynes, JC Ruthig, RP Perry, RH Stupnisky, NC Hall
Research in Higher Education 47 (7), 755, 2006
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-E)
S Lichtenfeld, R Pekrun, RH Stupnisky, K Reiss, K Murayama
Learning and Individual Differences, 2011
Bad starts and better finishes: Attributional retraining and initial performance in competitive achievement settings
RP Perry, RH Stupnisky, NC Hall, JG Chipperfield, B Weiner
Journal of Social and Clinical Psychology 29 (6), 668-700, 2010
Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement
RH Stupnisky, RD Renaud, RP Perry, JC Ruthig, TL Haynes, RA Clifton
Social Psychology of Education 10 (3), 303-330, 2007
Attributional retraining and elaborative learning: Improving academic development through writing-based interventions
NC Hall, RP Perry, T Goetz, JC Ruthig, RH Stupnisky, NE Newall
Learning and Individual Differences 17 (3), 280-290, 2007
Relieving career anxiety and indecision: the role of undergraduate students’ perceived control and faculty affiliations
LM Daniels, TL Stewart, RH Stupnisky, RP Perry, T LoVerso
Social Psychology of Education 14 (3), 409-426, 2011
Attributional (explanatory) thinking about failure in new achievement settings
RP Perry, RH Stupnisky, LM Daniels, TL Haynes
European Journal of Psychology of Education 23 (4), 459, 2008
The effect of attributional retraining on mastery and performance motivation among first-year college students
TL Haynes, LM Daniels, RH Stupnisky, RP Perry, S Hladkyj
Basic and Applied Social Psychology 30 (3), 198-207, 2008
Not that different in theory: Discussing the control-value theory of emotions in online learning environments
LM Daniels, RH Stupnisky
The Internet and Higher Education 15 (3), 222-226, 2012
Exploring the antecedents of boredom: Do teachers know why students are bored?
EC Daschmann, T Goetz, RH Stupnisky
Teaching and Teacher Education 39, 22-30, 2014
Looking beyond grades: Comparing self-esteem and perceived academic control as predictors of first-year college students' well-being
RH Stupnisky, RP Perry, RD Renaud, S Hladkyj
Learning and Individual Differences 23, 151-157, 2013
Perceived academic control and academic emotions predict undergraduate university student success: Examining effects on dropout intention and achievement
L Respondek, T Seufert, R Stupnisky, UE Nett
Frontiers in psychology 8, 243, 2017
Exploring and testing the predictors of new faculty success: A mixed methods study
RH Stupnisky, MB Weaver-Hightower, Y Kartoshkina
Studies in Higher Education 40 (2), 368-390, 2015
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