| School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. RJ Collie, JD Shapka, NE Perry Journal of educational psychology 104 (4), 1189, 2012 | 1947 | 2012 |
| Predicting teacher commitment: The impact of school climate and social–emotional learning RJ Collie, JD Shapka, NE Perry Psychology in the Schools 48 (10), 1034-1048, 2011 | 474 | 2011 |
| Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? AJ Martin, RJ Collie Journal of Educational Psychology 111 (5), 861, 2019 | 363 | 2019 |
| COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy RJ Collie Aera Open, 2021 | 293 | 2021 |
| Teachers’ psychological functioning in the workplace: exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. RJ Collie, JD Shapka, NE Perry, AJ Martin Journal of Educational Psychology 108 (6), 788, 2016 | 268 | 2016 |
| Teacher well-being: Exploring its components and a practice-oriented scale RJ Collie, JD Shapka, NE Perry, AJ Martin Journal of Psychoeducational Assessment 33 (8), 744-756, 2015 | 239 | 2015 |
| Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement RJ Collie, AJ Martin Learning and Individual Differences 55, 29-39, 2017 | 223 | 2017 |
| Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction RJ Collie, JD Shapka, NE Perry, AJ Martin Learning and instruction 39, 148-157, 2015 | 223 | 2015 |
| Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment RJ Collie, H Granziera, AJ Martin Teaching and Teacher Education 74, 125-136, 2018 | 199 | 2018 |
| Adaptability: An important capacity for effective teachers RJ Collie, AJ Martin Educational Practice and Theory 38 (1), 27-39, 2016 | 198 | 2016 |
| Students' interpersonal relationships, personal best (PB) goals, and academic engagement RJ Collie, AJ Martin, B Papworth, P Ginns Learning and Individual differences 45, 65-76, 2016 | 177 | 2016 |
| Academic buoyancy, student's achievement, and the linking role of control: A cross‐lagged analysis of high school students RJ Collie, AJ Martin, LE Malmberg, J Hall, P Ginns British Journal of Educational Psychology 85 (1), 113-130, 2015 | 163 | 2015 |
| Adaptability, engagement and academic achievement at university RJ Collie, AJ Holliman, AJ Martin Educational Psychology 37 (5), 632-647, 2017 | 151 | 2017 |
| Locating social and emotional learning in schooled environments: A Vygotskian perspective on learning as unified JA Vadeboncoeur, RJ Collie Mind, Culture, and Activity 20 (3), 201-225, 2013 | 142 | 2013 |
| Real-time motivation and engagement during a month at school: Every moment of every day for every student matters AJ Martin, B Papworth, P Ginns, LE Malmberg, RJ Collie, RA Calvo Learning and Individual Differences 38, 26-35, 2015 | 137 | 2015 |
| Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective EC Burns, AJ Martin, RJ Collie Contemporary Educational Psychology 53, 57-72, 2018 | 129 | 2018 |
| Understanding teacher wellbeing through job demands-resources theory H Granziera, R Collie, A Martin Cultivating teacher resilience, 229-244, 2021 | 123 | 2021 |
| Students’ growth mindsets, goals, and academic outcomes in mathematics KCP Bostwick, RJ Collie, AJ Martin, TL Durksen Zeitschrift für Psychologie, 2017 | 117 | 2017 |
| The development of social and emotional competence at school: An integrated model RJ Collie International Journal of Behavioral Development 44 (1), 76-87, 2020 | 100 | 2020 |
| Adaptability, engagement, and degree completion: a longitudinal investigation of university students AJ Holliman, AJ Martin, RJ Collie Educational Psychology 38 (6), 785-799, 2018 | 97 | 2018 |
Andrew J MartinUniversity of New South Wales (UNSW)Verified email at unsw.edu.au
