| Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling I Burić, LE Kim Learning and instruction 66, 101302, 2020 | 293 | 2020 |
| Self-efficacy, emotions and work engagement among teachers: A two wave cross-lagged analysis I Burić, I Macuka Journal of Happiness Studies 19 (7), 1917-1933, 2018 | 287 | 2018 |
| What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction I Burić, A Moè Teaching and teacher education 89, 103008, 2020 | 251 | 2020 |
| Teacher emotions in the classroom and their implications for students AC Frenzel, L Daniels, I Burić Educational Psychologist 56 (4), 250-264, 2021 | 200 | 2021 |
| The Big Five personality traits, goal orientations, and academic achievement I Sorić, Z Penezić, I Burić Learning and individual differences 54, 126-134, 2017 | 186 | 2017 |
| Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model. LE Kim, I Burić Journal of Educational Psychology 112 (8), 1661, 2020 | 156 | 2020 |
| Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience I Burić, A Slišković, Z Penezić Educational Psychology 39 (9), 1136-1155, 2019 | 140 | 2019 |
| Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ) I Burić, I Sorić, Z Penezić Personality and Individual Differences 96, 138-147, 2016 | 131 | 2016 |
| The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies, cognitive appraisals and academic achievement I Burić, I Sorić Learning and individual differences 22 (4), 523-529, 2012 | 114 | 2012 |
| A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire I Burić, A Slišković, I Macuka Educational psychology 38 (3), 325-349, 2018 | 102 | 2018 |
| Big five personality traits, cognitive appraisals and emotion regulation strategies as predictors of achievement emotions I Sorić, Z Penezić, I Burić Psihologijske teme 22 (2), 325-349, 2013 | 89 | 2013 |
| The role of emotional labor in explaining teachers' enthusiasm and students' outcomes: A multilevel mediational analysis I Burić Learning and Individual Differences 70, 12-20, 2019 | 78 | 2019 |
| Teachers’ emotions and self-efficacy: A test of reciprocal relations I Burić, A Slišković, I Sorić Frontiers in Psychology 11, 530990, 2020 | 74 | 2020 |
| Regulating emotions in the teacher’s workplace: Development and initial validation of the Teacher Emotion-Regulation Scale. I Burić, Z Penezić, I Sorić International Journal of Stress Management 24 (3), 217, 2017 | 74 | 2017 |
| Teacher anger: New empirical insights using a multi-method approach I Burić, AC Frenzel Teaching and Teacher Education 86, 102895, 2019 | 73 | 2019 |
| Teacher emotional labour, instructional strategies, and students’ academic engagement: A multilevel analysis I Burić, AC Frenzel Teachers and Teaching 27 (5), 335-352, 2021 | 70 | 2021 |
| Zadovoljstvo poslom i sagorijevanje na poslu kod učitelja: važnost podrške ravnatelja i radne motivacije A Slišković, I Burić, I Knežević Društvena istraživanja: časopis za opća društvena pitanja 25 (3), 371-392, 2016 | 48 | 2016 |
| Samopoštovanje u ranoj adolescenciji: Važnost uloge roditeljskoga ponašanja i školskoga dostignuća I Burić, I Macuka, I Sorić, A Vulić-Prtorić Društvena istraživanja 17 (4-5), 887-906, 2008 | 46* | 2008 |
| The role of social factors in shaping students’ test emotions: A mediation analysis of cognitive appraisals I Burić Social Psychology of Education 18 (4), 785-809, 2015 | 45 | 2015 |
| Job satisfaction predicts teacher self-efficacy and the association is invariant: Examinations using TALIS 2018 data and longitudinal Croatian data I Burić, LE Kim Teaching and Teacher Education 105, 103406, 2021 | 44 | 2021 |
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