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Brett D. Jones

Brett D. Jones

D-Index & Metrics

Psychology

D-Index
33
Citations
6408
World Ranking
10415
National Ranking
5464

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

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

    Brett D. Jones

  • 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

  • Neuroleptic-induced supersensitivity psychosis: clinical and pharmacologic characteristics

    Unknown

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

    Brett D. Jones;Robert J. Egley

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

    Jason W. Osborne;Brett D. Jones

  • Safe Passages Providing Online Support to Beginning Teachers

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

  • The Unintended Outcomes of High-Stakes Testing

    Brett D. Jones

  • 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

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

    J. Thomas Kellow;Brett D. Jones

  • The Effects of Mind Mapping Activities on Students' Motivation

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

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

    Brett D. Jones;Ute J. Bayen

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

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

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

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

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

    Brett D. Jones

  • 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

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

    Brett D. Jones;Gary Skaggs

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

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

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

    Brett D. Jones;Robert J. Egley

  • 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

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