| Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school JM Froiland, FC Worrell Psychology in the Schools 53 (3), 321-336, 2016 | 537 | 2016 |
| The long-term effects of early parent involvement and parent expectation in the USA JM Froiland, A Peterson, ML Davison School Psychology International 34 (1), 33-50, 2013 | 378 | 2013 |
| Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement JM Froiland, E Oros Educational Psychology 34 (2), 119-132, 2014 | 332 | 2014 |
| Parental autonomy support and student learning goals: A preliminary examination of an intrinsic motivation intervention JM Froiland Child & youth care forum 40, 135-149, 2011 | 246 | 2011 |
| Intrinsic motivation to learn: The nexus between psychological health and academic success JM Froiland, E Oros, L Smith, T Hirchert Contemporary School Psychology: Formerly" The California School Psychologist …, 2012 | 230 | 2012 |
| Parental expectations and school relationships as contributors to adolescents’ positive outcomes JM Froiland, ML Davison Social Psychology of Education 17, 1-17, 2014 | 221 | 2014 |
| Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes DR Powell, SH Son, N File, JM Froiland The Elementary School Journal 113 (2), 276-300, 2012 | 174 | 2012 |
| Parents’ weekly descriptions of autonomy supportive communication: Promoting children’s motivation to learn and positive emotions JM Froiland Journal of Child and Family Studies 24, 117-126, 2015 | 157 | 2015 |
| The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement JM Froiland, ML Davison Learning and Individual Differences 50, 252-259, 2016 | 127 | 2016 |
| Neighborhood socioeconomic well‐being, home literacy, and early literacy skills of at‐risk preschoolers JM Froiland, DR Powell, KE Diamond, SHC Son Psychology in the Schools 50 (8), 755-769, 2013 | 115 | 2013 |
| Teacher–student relationships, psychological need satisfaction, and happiness among diverse students JM Froiland, FC Worrell, H Oh Psychology in the Schools 56 (5), 856-870, 2019 | 114 | 2019 |
| A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. A Ahmadi, M Noetel, P Parker, RM Ryan, N Ntoumanis, J Reeve, ... Journal of Educational Psychology, 2023 | 113 | 2023 |
| Aloha teachers: Teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement JM Froiland, ML Davison, FC Worrell Social Psychology of Education 19, 879-894, 2016 | 85 | 2016 |
| Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents JM Froiland, FC Worrell Educational Psychology 37 (3), 261-271, 2017 | 82 | 2017 |
| Relations among neighborhood social networks, home literacy environments, and children’s expressive vocabulary in suburban at-risk families JM Froiland, DR Powell, KE Diamond School Psychology International 35 (4), 429-444, 2014 | 70 | 2014 |
| Preschool teachers’ transition practices and parents’ perceptions as predictors of involvement and children’s school readiness J Puccioni, JM Froiland, M Moeyaert Children and Youth Services Review 109, 104742, 2020 | 65 | 2020 |
| A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets JM Froiland School Psychology International 42 (2), 103-131, 2021 | 60 | 2021 |
| Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement J Puccioni, ER Baker, JM Froiland Infant and Child Development 28 (6), e2154, 2019 | 53 | 2019 |
| Response to intervention as a vehicle for powerful mental health interventions in the schools JM Froiland Contemporary School Psychology: Formerly" The California School Psychologist …, 2011 | 46 | 2011 |
| Motives emanating from personality associated with achievement in a Finnish senior high school: Physical activity, curiosity, and family motives JM Froiland, P Mayor, M Herlevi School Psychology International 36 (2), 207-221, 2015 | 41 | 2015 |
Frank C WORRELLUC BerkeleyVerified email at berkeley.edu
