| When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching A Moè, F Pazzaglia, L Ronconi Teaching and teacher education 26 (5), 1145-1153, 2010 | 437 | 2010 |
| Motivazione e apprendimento R De Beni, A Moè Il mulino, 2000 | 335 | 2000 |
| What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction I Burić, A Moè Teaching and teacher education 89, 103008, 2020 | 252 | 2020 |
| Are males always better than females in mental rotation? Exploring a gender belief explanation A Moè Learning and Individual differences 19 (1), 21-27, 2009 | 203 | 2009 |
| Following the instructions!: Effects of gender beliefs in mental rotation A Moè, F Pazzaglia Learning and Individual differences 16 (4), 369-377, 2006 | 195 | 2006 |
| Harmonious passion and its relationship with teacher well-being A Moe Teaching and Teacher Education 59, 431-437, 2016 | 132 | 2016 |
| Enjoyment, boredom, anxiety in elementary schools in two domains: Relations with achievement D Raccanello, M Brondino, A Moè, R Stupnisky, S Lichtenfeld The Journal of Experimental Education 87 (3), 449-469, 2019 | 115 | 2019 |
| Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need … A Moè, I Katz Teaching and Teacher Education 96, 103173, 2020 | 96 | 2020 |
| Emotion regulation and need satisfaction shape a motivating teaching style A Moè, I Katz Teachers and Teaching 27 (5), 370-387, 2021 | 86 | 2021 |
| Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme A Moè, I Katz, M Alesi British journal of educational psychology 88 (2), 323-344, 2018 | 82 | 2018 |
| Gender stereotypes and incremental beliefs in STEM and non-STEM students in three countries: Relationships with performance in cognitive tasks A Moè, M Hausmann, M Hirnstein Psychological research 85 (2), 554-567, 2021 | 77 | 2021 |
| Cognitive styles and mental rotation ability in map learning F Pazzaglia, A Moè Cognitive Processing 14, 391-399, 2013 | 76 | 2013 |
| Gender difference does not mean genetic difference: Externalizing improves performance in mental rotation A Moè Learning and Individual differences 22 (1), 20-24, 2012 | 76 | 2012 |
| Women and mental rotation: Incremental theory and spatial strategy use enhance performance A Moè, C Meneghetti, M Cadinu Personality and Individual Differences 46 (2), 187-191, 2009 | 70 | 2009 |
| Mental rotation and mathematics: Gender-stereotyped beliefs and relationships in primary school children A Moè Learning and Individual Differences 61, 172-180, 2018 | 67 | 2018 |
| Stressing the efficacy of the Loci method: oral presentation and the subject‐generation of the Loci pathway with expository passages A Moè, R De Beni Applied Cognitive Psychology 19 (1), 95-106, 2005 | 63 | 2005 |
| Reducing homework stress by increasing adoption of need-supportive practices: Effects of an intervention with parents A Moè, I Katz, R Cohen, M Alesi Learning and Individual Differences 82, 101921, 2020 | 62 | 2020 |
| La Motivazione. A Moè Il mulino, 2010 | 62 | 2010 |
| Does displayed enthusiasm favour recall, intrinsic motivation and time estimation? A Moè Cognition and Emotion 30 (7), 1361-1369, 2016 | 59 | 2016 |
| Sex/gender differences in verbal fluency and verbal-episodic memory: a meta-analysis M Hirnstein, J Stuebs, A Moè, M Hausmann Perspectives on Psychological Science 18 (1), 67-90, 2023 | 58 | 2023 |
