| Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession JY Hong Teaching and teacher Education 26 (8), 1530-1543, 2010 | 1320 | 2010 |
| Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses JY Hong Teachers and teaching 18 (4), 417-440, 2012 | 739 | 2012 |
| Introduction to advances in teacher emotion research: The impact on teachers’ lives PA Schutz, M Zembylas Advances in teacher emotion research: The impact on teachers’ lives, 3-11, 2009 | 605 | 2009 |
| Reflections on investigating emotion in educational activity settings PA Schutz, JY Hong, DI Cross, JN Osbon Educational psychology review 18, 343-360, 2006 | 464 | 2006 |
| An ecological examination of teachers' emotions in the school context DI Cross, JY Hong Teaching and Teacher Education 28 (7), 957-967, 2012 | 351 | 2012 |
| Teacher identities, beliefs, and goals related to emotions in the classroom PA Schutz, DI Cross, JY Hong, JN Osbon Emotion in education, 223-241, 2007 | 208 | 2007 |
| Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study JI Hong, B Greene, J Lowery Journal of Education for teaching 43 (1), 84-98, 2017 | 201 | 2017 |
| Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge C Day, J Hong Teaching and Teacher education 59, 115-125, 2016 | 198 | 2016 |
| Research on teacher identity: Introduction to mapping challenges and innovations PA Schutz, D Cross Francis, J Hong Research on teacher identity: Mapping challenges and innovations, 3-9, 2018 | 147 | 2018 |
| Beliefs and professional identity: Critical constructs in examining the impact of reform on the emotional experiences of teachers DI Cross, JY Hong Advances in teacher emotion research: The impact on teachers’ lives, 273-296, 2009 | 129 | 2009 |
| The construction of early career teachers’ identities: Coping or managing? J Hong, C Day, B Greene Teacher Development 22 (2), 249-266, 2018 | 97 | 2018 |
| “There are no emotions in math”: How teachers approach emotions in the classroom M Williams-Johnson, D Cross, J Hong, L Aultman, J Osbon, P Schutz Teachers College Record 110 (8), 1574-1610, 2008 | 86 | 2008 |
| Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research J Hong, D Cross Francis Educational Psychologist 55 (4), 208-219, 2020 | 85 | 2020 |
| Adjusting to new places: International student adjustment and place attachment EC Terrazas-Carrillo, JY Hong, TM Pace Journal of College Student Development 55 (7), 693-706, 2014 | 85 | 2014 |
| Hopes and fears for science teaching: The possible selves of preservice teachers in a science education program J Hong, B Greene Journal of Science Teacher Education 22 (6), 491-512, 2011 | 67 | 2011 |
| Reflections on investigating emotions among educational contexts PA Schutz, JY Hong, DI Cross, JN Osbon Educational Psychology Review 18 (4), 343-360, 2006 | 62 | 2006 |
| Cross-cultural validation of teachers’ sense of efficacy scale in three Asian countries: Test of measurement invariance J Ruan, Y Nie, J Hong, G Monobe, G Zheng, H Kambara, S You Journal of Psychoeducational Assessment 33 (8), 769-779, 2015 | 58 | 2015 |
| Research on teacher identity: Common themes, implications, and future directions J Hong, D Cross Francis, PA Schutz Research on teacher identity: Mapping challenges and innovations, 243-251, 2018 | 53 | 2018 |
| Teachers’ goals, beliefs, emotions, and identity development: Investigating complexities in the profession PA Schutz, J Hong, DC Francis Routledge, 2020 | 49 | 2020 |
| Revising and validating achievement emotions questionnaire–teachers (AEQ-T) J Hong, Y Nie, B Heddy, G Monobe, J Ruan, S You, H Kambara International Journal of Educational Psychology: IJEP 5 (1), 80-107, 2016 | 46 | 2016 |
Dionne Cross FrancisUniversity of North Carolina at Chapel HillVerified email at unc.edu
