| Students' perceptions of college classroom connectedness, assimilation, and peer relationships M Sollitto, ZD Johnson, SA Myers Communication Education 62 (3), 318-331, 2013 | 99 | 2013 |
| An examination of teacher authenticity in the college classroom ZD Johnson, S LaBelle Communication Education 66 (4), 423-439, 2017 | 81 | 2017 |
| The impact of family and friends social support on Latino/a first-generation college students’ perceived stress, depression, and social isolation T Suwinyattichaiporn, ZD Johnson Journal of Hispanic Higher Education 21 (3), 297-314, 2022 | 67 | 2022 |
| When professors bully graduate students: Effects on student interest, instructional dissent, and intentions to leave graduate education MM Martin, AK Goodboy, ZD Johnson Communication Education 64 (4), 438-454, 2015 | 46 | 2015 |
| College student misbehaviors: An exploration of instructor perceptions ZD Johnson, CJ Claus, ZW Goldman, M Sollitto Communication Education 66 (1), 54-69, 2017 | 45 | 2017 |
| The relationships between workplace bullying by graduate faculty with graduate students’ burnout and organizational citizenship behaviors A Goodboy, M Martin, Z Johnson Communication Research Reports 32 (3), 272-280, 2015 | 41 | 2015 |
| Why do students misbehave? An initial examination of antecedents to student misbehavior ZD Johnson, ZW Goldman, CJ Claus Communication Quarterly 67 (1), 1-20, 2019 | 40 | 2019 |
| Student-to-student confirmation in the college classroom: An initial investigation of the dimensions and outcomes of students’ confirming messages ZD Johnson, S LaBelle Communication Education 65 (1), 44-63, 2016 | 38 | 2016 |
| Student-to-student confirmation in the college classroom: The development and validation of the student-to-student confirmation scale S LaBelle, ZD Johnson Communication Education 67 (2), 185-205, 2018 | 35 | 2018 |
| Examining the role of self-disclosure and connectedness in the process of instructional dissent: A test of the instructional beliefs model ZD Johnson, S LaBelle Communication Education 64 (2), 154-170, 2015 | 30 | 2015 |
| From student-to-student confirmation to students’ self-determination: an integrated peer-centered model of self-determination theory in the classroom M Shin, ZD Johnson Communication Education 70 (4), 365-383, 2021 | 24 | 2021 |
| A cautious approach to reliance on interpersonal communication frameworks: the importance of context in instructional communication research ZD Johnson, S LaBelle, JH Waldeck Communication Education 66 (1), 115-117, 2017 | 22 | 2017 |
| The relationship of student-to-student confirmation and student engagement S LaBelle, ZD Johnson Communication Research Reports 37 (5), 234-242, 2020 | 21 | 2020 |
| The relationship of student-to-student confirmation in the classroom to college students’ mental health and well-being S LaBelle, ZD Johnson Communication Quarterly 69 (2), 133-151, 2021 | 16 | 2021 |
| Confirmation in the college classroom: The connections between teacher’s use of confirming messages and student’s own communicative behaviors ZD Johnson, S LaBelle Communication Research Reports 37 (4), 172-181, 2020 | 14 | 2020 |
| Alternative Breaks: The impact of student-to-student connections in non-classroom service-learning experiences ZD Johnson West Virginia University, 2013 | 9 | 2013 |
| Investigating the influence of student–teacher Facebook interaction in Thailand T Suwinyattichaiporn, ZD Johnson, J Fontana Asian Journal of Communication 29 (5), 391-404, 2019 | 8 | 2019 |
| “Detrimental to the team dynamic”: Exploring college student-athlete dissent RT Rey, ZD Johnson Communication & Sport 11 (1), 175-191, 2023 | 7 | 2023 |
| College students’ intent to persist with their education: the direct and indirect effects of classroom confirmation and academic self-efficacy ZD Johnson, S LaBelle Western Journal of Communication 87 (3), 451-470, 2023 | 5 | 2023 |
| The effects of participation in alternative break: An alumni sample study ZD Johnson, MM Martin International Journal of Research on Service-Learning and Community …, 2017 | 5 | 2017 |
