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Psychology

D-Index
35
Citations
6674
World Ranking
9762
National Ranking
5159

Overview

Robert H. Stupnisky is affiliated with the University of North Dakota in the United States. Their work primarily focuses on psychology, with 13 publications in this field. Within psychology, they have contributed extensively to social psychology, education, clinical psychology, computer science applications, and safety research.

Their research addresses several interconnected topics, including:

  • Motivation and Self-Concept in Sports
  • Career Development and Diversity
  • Perfectionism, Procrastination, Anxiety Studies
  • Grit, Self-Efficacy, and Motivation
  • Open Education and E-Learning
  • Online Learning and Analytics
  • Doctoral Education Challenges and Solutions

Their recent papers cover varied aspects of motivation and educational success, including:

  • Testing the relationships of motivation, time management and career aspirations on graduate students' academic success, 2020, Journal of Applied Research in Higher Education
  • Predicting Research Productivity in STEM Faculty: The Role of Self-determined Motivation, 2022, Research in Higher Education
  • How Does Counseling Psychology Faculty Members' Grit Relate to their Emotions and Success in Teaching and Research?, 2022, Innovative Higher Education
  • Faculty Motivation for OER Textbook Adoption and Future Use, 2022, Innovative Higher Education
  • Testing and exploring the predictors of faculty motivation to use learning analytics to enhance teaching effectiveness, 2022, Journal of Computing in Higher Education

Frequent publication venues where Robert H. Stupnisky's work appears include:

  • Innovative Higher Education
  • Collegiate Aviation Review International
  • Journal of Applied Research in Higher Education
  • Research in Higher Education
  • American Journal of Orthopsychiatry

Collaboration is a consistent feature of their research, with frequent co-authors such as Jordan Jaeger, Michael J. Herbert, Ademola Amida, Muhammad Salahuddin, and Vincent Larivière. These partnerships reflect shared interests in motivation, education, and psychological factors impacting teaching and research effectiveness.

Best Publications

  • Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion.

    Reinhard Pekrun;Thomas Goetz;Lia M. Daniels;Robert H. Stupnisky

  • A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.

    Lia M. Daniels;Robert H. Stupnisky;Reinhard Pekrun;Tara L. Haynes

  • Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes.

    Lia M. Daniels;Tara L. Haynes;Robert H. Stupnisky;Raymond P. Perry

  • Testing the Predictors of Boredom at School: Development and Validation of the Precursors to Boredom Scales.

    Elena C. Daschmann;Thomas Goetz;Robert H. Stupnisky

  • Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)

    Stephanie Lichtenfeld;Reinhard Pekrun;Robert H. Stupnisky;Kristina Reiss

  • The Interrelation of First-Year College Students' Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement.

    Robert H. Stupnisky;Robert D. Renaud;Lia M. Daniels;Tara L. Haynes

  • Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement

    Lisa Respondek;Tina Seufert;Robert Stupnisky;Ulrike E. Nett

  • Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types

    Robert H. Stupnisky;Allison BrckaLorenz;Bridget Yuhas;Frédéric Guay

  • A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students

    Tara L. Haynes;Raymond P. Perry;Robert H. Stupnisky;Lia M. Daniels

  • Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health

    Joelle C. Ruthig;Tara L. Haynes;Robert H. Stupnisky;Raymond P. Perry

  • Bad StartS and Better finiSheS: attriButional retraining and initial performanCe in Competitive aChievement SettingS

    Raymond P. Perry;Robert H. Stupnisky;Nathan C. Hall;Judith G. Chipperfield

  • Reducing the Academic Risks of Over-Optimism: The Longitudinal Effects of Attributional Retraining on Cognition and Achievement

    Tara L. Haynes;Joelle C. Ruthig;Raymond P. Perry;Robert H. Stupnisky

  • Relieving career anxiety and indecision: the role of undergraduate students’ perceived control and faculty affiliations

    Lia M. Daniels;Tara L. Stewart;Robert H. Stupnisky;Raymond P. Perry

  • Not that Different in Theory: Discussing the Control-Value Theory of Emotions in Online Learning Environments.

    Lia M. Daniels;Robert H. Stupnisky

  • Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement

    Robert H. Stupnisky;Robert D. Renaud;Raymond P. Perry;Joelle C. Ruthig

  • Exploring the antecedents of boredom: Do teachers know why students are bored?

    Elena C. Daschmann;Thomas Goetz;Robert H. Stupnisky

  • Attributional retraining and elaborative learning : Improving academic development through writing-based interventions

    Nathan C. Hall;Raymond P. Perry;Thomas Goetz;Joelle C. Ruthig

  • Exploring and testing the predictors of new faculty success: a mixed methods study

    R.H. Stupnisky;M.B. Weaver-Hightower;Y. Kartoshkina

  • Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: a control-value approach

    Nikolaus T. Butz;Robert H. Stupnisky;Reinhard Pekrun

  • Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions

    Martin Daumiller;Robert Stupnisky;Stefan Janke

  • The Effect of Attributional Retraining on Mastery and Performance Motivation Among First-Year College Students

    Tara L. Haynes;Lia M. Daniels;Robert H. Stupnisky;Raymond P. Perry

Frequent Co-Authors

Raymond P. Perry
Raymond P. Perry University of Manitoba
Reinhard Pekrun
Reinhard Pekrun Australian Catholic University
Nathan C. Hall
Nathan C. Hall McGill University
Thomas Goetz
Thomas Goetz University of Vienna
Frédéric Guay
Frédéric Guay Université Laval
Judith G. Chipperfield
Judith G. Chipperfield University of Manitoba
Kou Murayama
Kou Murayama University of Reading
Michel Boivin
Michel Boivin Université Laval
Anne C. Frenzel
Anne C. Frenzel Ludwig-Maximilians-Universität München
Ginette Dionne
Ginette Dionne Université Laval

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