| The relationship between the big-five model of personality and self-regulated learning strategies T Bidjerano, DY Dai Learning and individual differences 17 (1), 69-81, 2007 | 645 | 2007 |
| Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development DY Dai, RJ Sternberg Routledge, 2004 | 526 | 2004 |
| The nature and nurture of giftedness: A new framework for understanding gifted education. DY Dai Teachers College Press, 2010 | 330 | 2010 |
| Achievement motivation and gifted students: A social cognitive perspective DY Dai, SM Moon, JF Feldhusen Educational Psychologist 33 (2-3), 45-63, 1998 | 323 | 1998 |
| Three paradigms of gifted education: In search of conceptual clarity in research and practice DY Dai, F Chen Gifted child quarterly 57 (3), 151-168, 2013 | 321 | 2013 |
| State of research on giftedness and gifted education: A survey of empirical studies published during 1998—2010 (April) DY Dai, JA Swanson, H Cheng Gifted child quarterly 55 (2), 126-138, 2011 | 305 | 2011 |
| Motivational effects on attention, cognition, and performance CS Dweck, JA Mangels, C Good Motivation, emotion, and cognition, 55-70, 2004 | 244 | 2004 |
| The big-fish-little-pond effect: What do we know and where do we go from here? DY Dai, AN Rinn Educational psychology review 20, 283-317, 2008 | 236 | 2008 |
| Review of research on computer games S Tobias, JD Fletcher, DY Dai, AP Wind Computer games and instruction 127, 222, 2011 | 233 | 2011 |
| Snowflakes, living systems, and the mystery of giftedness DY Dai, JS Renzulli Gifted child quarterly 52 (2), 114-130, 2008 | 158 | 2008 |
| Beyond cognitivism: Toward an integrated understanding of intellectual functioning and development DY Dai, RJ Sternberg Motivation, emotion, and cognition: Integrative perspectives on intellectual …, 2004 | 138 | 2004 |
| Influences of social and educational environments on creativity during adolescence: Does SES matter? DY Dai, X Tan, D Marathe, A Valtcheva, RM Pruzek, J Shen Creativity Research Journal 24 (2-3), 191-199, 2012 | 137 | 2012 |
| A comparison of gender differences in academic self-concept and motivation between high-ability and average Chinese adolescents DY Dai Journal of Secondary Gifted Education 13 (1), 22-32, 2001 | 134 | 2001 |
| A validation study of the thinking styles inventory: Implications for gifted education DY Dai, JF Feldhusen Roeper Review 21 (4), 302-307, 1999 | 132 | 1999 |
| The role of need for cognition and reader beliefs in text comprehension and interest development DY Dai, X Wang Contemporary educational psychology 32 (3), 332-347, 2007 | 128 | 2007 |
| Illustrating a mixed-method approach for validating culturally specific constructs JH Hitchcock, BK Nastasi, DY Dai, J Newman, A Jayasena, ... Journal of School Psychology 43 (3), 259-278, 2005 | 126 | 2005 |
| Paradigms of gifted education: A guide for theory-based, practice-focused research DY Dai, F Chen Routledge, 2021 | 120 | 2021 |
| Essential tensions surrounding the concept of giftedness DY Dai International handbook on giftedness, 39-80, 2009 | 115 | 2009 |
| Abilities, interests, and styles as aptitudes for learning: A person-situation interaction perspective JS Renzulli, DY Dai Perspectives on thinking, learning, and cognitive styles, 23-46, 2014 | 112 | 2014 |
| Envisioning a new foundation for gifted education: Evolving complexity theory (ECT) of talent development DY Dai Gifted Child Quarterly 61 (3), 172-182, 2017 | 104 | 2017 |
