Brett D. Jones

Best Publications

• The Impact of High-Stakes Testing on Teachers and Students in North Carolina.

  M. Gail Jones;Brett D. Jones;Belinda Hardin;Lisa Chapman

  687
  Citations

• Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation.

  Brett D. Jones

  546
  Citations

• An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans

  Brett D. Jones;Marie C. Paretti;Serge F. Hein;Tamara W. Knott

  528
  Citations

• Neuroleptic-induced supersensitivity psychosis: clinical and pharmacologic characteristics

  Unknown

  300
  Citations

• Voices from the Frontlines: Teachers' Perceptions of High-Stakes Testing.

  Brett D. Jones;Robert J. Egley

  294
  Citations

• Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes

  Jason W. Osborne;Brett D. Jones

  286
  Citations

• Safe Passages Providing Online Support to Beginning Teachers

  Marjorie Helsel DeWert;Leslie M. Babinski;Brett D. Jones

  280
  Citations

• The Unintended Outcomes of High-Stakes Testing

  Brett D. Jones

  220
  Citations

• The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

  Brett D. Jones;Cory M. Epler;Parastou Mokri;Lauren H. Bryant

  213
  Citations

• The Effects of Stereotypes on the Achievement Gap: Reexamining the Academic Performance of African American High School Students.

  J. Thomas Kellow;Brett D. Jones

  205
  Citations

• The Effects of Mind Mapping Activities on Students' Motivation

  Brett D. Jones;Chloe Ruff;Jennifer Dee Snyder;Britta Petrich

  201
  Citations

• Teaching Older Adults to Use Computers: Recommendations Based on Cognitive Aging Research.

  Brett D. Jones;Ute J. Bayen

  194
  Citations

• The effects of an afterschool STEM program on students’ motivation and engagement

  Jessica R. Chittum;Brett D. Jones;Sehmuz Akalin;Ásta B. Schram Schram

  177
  Citations

• The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering

  Brett D. Jones;Chloe Ruff;Marie C. Paretti

  152
  Citations

• An Examination of Motivation Model Components in Face-to-Face and Online Instruction

  Brett D. Jones

  121
  Citations

• The Motivation of Undergraduate Music Students: The Impact of Identification and Talent Beliefs on Choosing a Career in Music Education

  Brett D. Jones;Kelly A. Parkes

  105
  Citations

• Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory.

  Brett D. Jones;Gary Skaggs

  104
  Citations

• The Roles of Facilitators and Peers in an Online Support Community for First-Year Teachers

  Leslie M. Babinski;Brett D. Jones;Marjorie H. DeWert

  102
  Citations

• Learning to Take Tests or Learning for Understanding? Teachers' Beliefs about Test-Based Accountability

  Brett D. Jones;Robert J. Egley

  99
  Citations

• Relationships among students’ perceptions of a first-year engineering design course and their engineering identification, motivational beliefs, course effort, and academic outcomes

  Brett D. Jones;Jason W. Osborne;Marie C. Paretti;Holly M. Matusovich

  91
  Citations