| Academic self-concept and self-efficacy: How different are they really? M Bong, EM Skaalvik Educational psychology review 15, 1-40, 2003 | 4179 | 2003 |
| Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. EM Skaalvik, S Skaalvik Journal of educational psychology 99 (3), 611, 2007 | 3347 | 2007 |
| Teacher self-efficacy and teacher burnout: A study of relations EM Skaalvik, S Skaalvik Teaching and teacher education 26 (4), 1059-1069, 2010 | 3135 | 2010 |
| Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion EM Skaalvik, S Skaalvik Teaching and teacher education 27 (6), 1029-1038, 2011 | 2425 | 2011 |
| Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. EM Skaalvik Journal of educational psychology 89 (1), 71, 1997 | 1582 | 1997 |
| Skolen som læringsarena: selvoppfatning, motivasjon og læring EM Skaalvik, S Skaalvik Universitetsforlaget, 2013 | 1577 | 2013 |
| Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion EM Skaalvik, S Skaalvik Psychological reports 114 (1), 68-77, 2014 | 1448 | 2014 |
| Does school context matter? Relations with teacher burnout and job satisfaction EM Skaalvik, S Skaalvik Teaching and teacher education 25 (3), 518-524, 2009 | 1173 | 2009 |
| Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. EM Skaalvik, S Skaalvik International education studies 8 (3), 181-192, 2015 | 940 | 2015 |
| Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession EM Skaalvik, S Skaalvik Creative Education 7 (13), 1785, 2016 | 830 | 2016 |
| Job demands and job resources as predictors of teacher motivation and well-being EM Skaalvik, S Skaalvik Social Psychology of Education 21 (5), 1251-1275, 2018 | 672 | 2018 |
| Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. EM Skaalvik, KA Hagtvet Journal of personality and Social Psychology 58 (2), 292, 1990 | 636 | 1990 |
| Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion EM Skaalvik, S Skaalvik Teaching and Teacher Education 67, 152-160, 2017 | 571 | 2017 |
| Principal self-efficacy: Relations with burnout, job satisfaction and motivation to quit RA Federici, EM Skaalvik Social Psychology of Education 15, 295-320, 2012 | 563 | 2012 |
| Dimensions of teacher burnout: Relations with potential stressors at school EM Skaalvik, S Skaalvik Social Psychology of Education 20, 775-790, 2017 | 510 | 2017 |
| Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school EM Skaalvik, S Skaalvik Social Psychology of Education 20, 15-37, 2017 | 510 | 2017 |
| Gender differences in math and verbal self-concept, performance expectations, and motivation S Skaalvik, EM Skaalvik Sex roles 50, 241-252, 2004 | 458 | 2004 |
| Motivasjon for læring: teori og praksis EM Skaalvik, S Skaalvik Universitetsforl., 2015 | 447 | 2015 |
| Adolescents’ perceptions of masculine and feminine values in sport and physical education: A study of gender differences AT Klomsten, HW Marsh, EM Skaalvik Sex roles 52, 625-636, 2005 | 426 | 2005 |
| Mathematics achievement and self-efficacy: Relations with motivation for mathematics EM Skaalvik, RA Federici, RM Klassen International Journal of Educational Research 72, 129-136, 2015 | 411 | 2015 |
