| Honors students’ perceptions of their high school experiences: The influence of teachers on student motivation D Siegle, LDV Rubenstein, MS Mitchell Gifted child quarterly 58 (1), 35-50, 2014 | 225 | 2014 |
| How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective LDV Rubenstein, LM Ridgley, GL Callan, S Karami, J Ehlinger Teaching and Teacher Education 70, 100-110, 2018 | 218 | 2018 |
| A complex quest: The development and research of underachievement interventions for gifted students LD Rubenstein, D Siegle, SM Reis, DB Mccoach, MG Burton Psychology in the Schools 49 (7), 678-694, 2012 | 205 | 2012 |
| STEM high school administrators’, teachers’, and students’ perceptions of curricular and instructional strategies and practices MN Bruce-Davis, EJ Gubbins, CM Gilson, M Villanueva, JL Foreman, ... Journal of Advanced Academics 25 (3), 272-306, 2014 | 190 | 2014 |
| Exploring the relationship of college freshmen honors students’ effort and ability attribution, interest, and implicit theory of intelligence with perceived ability D Siegle, LDV Rubenstein, E Pollard, E Romey Gifted child quarterly 54 (2), 92-101, 2010 | 179 | 2010 |
| Teaching for creativity scales: An instrument to examine teachers’ perceptions of factors that allow for the teaching of creativity LDV Rubenstein, DB McCoach, D Siegle Creativity Research Journal 25 (3), 324-334, 2013 | 154 | 2013 |
| Measuring what matters: Assessing creativity, critical thinking, and the design process K Shively, KM Stith, LDV Rubenstein Gifted Child Today 41 (3), 149-158, 2018 | 116 | 2018 |
| Lived experiences of parents of gifted students with autism spectrum disorder: The struggle to find appropriate educational experiences LDV Rubenstein, N Schelling, SM Wilczynski, EN Hooks Gifted Child Quarterly 59 (4), 283-298, 2015 | 103 | 2015 |
| Reversing the underachievement of gifted middle school students: Lessons from another field J Ritchotte, L Rubenstein, F Murry Gifted Child Today 38 (2), 103-113, 2015 | 83 | 2015 |
| When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school SS Shim, LDV Rubenstein, CW Drapeau Learning and Individual Differences 45, 237-244, 2016 | 75 | 2016 |
| Anchoring the creative process within a self-regulated learning framework: Inspiring assessment methods and future research LDV Rubenstein, GL Callan, LM Ridgley Educational Psychology Review 30, 921-945, 2018 | 64 | 2018 |
| Teachers’ reactions to pre-differentiated and enriched mathematics curricula LDV Rubenstein, CM Gilson, MN Bruce-Davis, EJ Gubbins Journal for the Education of the Gifted 38 (2), 141-168, 2015 | 51 | 2015 |
| Pay attention to inattention: Exploring ADHD symptoms in a sample of underachieving gifted students DB McCoach, D Siegle, LDV Rubenstein Gifted Child Quarterly 64 (2), 100-116, 2020 | 48 | 2020 |
| Students’ strategic planning and strategy use during creative problem solving: The importance of perspective-taking LDV Rubenstein, GL Callan, LM Ridgley, A Henderson Thinking Skills and Creativity 34, 100556, 2019 | 46 | 2019 |
| Evaluating the efficacy of using predifferentiated and enriched mathematics curricula for grade 3 students: A multisite cluster-randomized trial DB McCoach, EJ Gubbins, J Foreman, LDV Rubenstein, ... Gifted Child Quarterly 58 (4), 272-286, 2014 | 46 | 2014 |
| Measuring self-regulated learning during creative problem-solving with SRL microanalysis. GL Callan, LDV Rubenstein, LM Ridgley, JR McCall Psychology of Aesthetics, Creativity, and the Arts 15 (1), 136, 2021 | 39 | 2021 |
| Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes D Siegle, L DaVia Rubenstein, DB McCoach Psychology in the Schools 57 (10), 1596-1614, 2020 | 36 | 2020 |
| Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention LM Ridgley, L DaVia Rubenstein, GL Callan Psychology in the Schools 57 (9), 1365-1384, 2020 | 35 | 2020 |
| How problem identification strategies influence creativity outcomes LDV Rubenstein, GL Callan, KS Neumeister, LM Ridgley, MH Finch Contemporary Educational Psychology 60, 101840, 2020 | 30 | 2020 |
| Elementary teachers’ perceptions of data-driven decision-making N Schelling, LDV Rubenstein Educational Assessment, Evaluation and Accountability 33 (2), 317-344, 2021 | 27 | 2021 |
