| Understanding student stress and coping in elementary school: A mixed‐method, longitudinal study VA Sotardi Psychology in the Schools 53 (7), 705-721, 2016 | 50 | 2016 |
| Perfectionism, wellbeing, and university performance: A sample validation of the Frost Multidimensional Perfectionism Scale (FMPS) in New Zealand VA Sotardi, D Dubien Personality and Individual Differences 143, 103-106, 2019 | 26 | 2019 |
| Exploring school stress in middle childhood: interpretations, experiences, and coping VA Sotardi Pastoral Care in Education 35 (1), 13-27, 2017 | 25 | 2017 |
| Belonging and adjustment for LGBTQ+ and non-LGBTQ+ students during the social transition to university. VA Sotardi, N Surtees, K Vincent, H Johnston Journal of Diversity in Higher Education 15 (6), 755, 2022 | 22 | 2022 |
| Gender self-confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders PWSJ Watson, VA Sotardi, JJ Park, D Roy Journal of Adolescence 88, 120-133, 2021 | 21 | 2021 |
| A sample validation of the Adolescent Stress Questionnaire (ASQ) in New Zealand VA Sotardi, PWSJ Watson Stress and Health 35 (1), 3-14, 2019 | 19 | 2019 |
| Investigating the effects of gamifying SQL-Tutor F Tahir, A Mitrovic, V Sotardi Asia-Pacific Society for Computers in Education, 2020 | 17 | 2020 |
| Investigating the causal relationships between badges and learning outcomes in SQL-Tutor F Tahir, A Mitrovic, V Sotardi Research and Practice in Technology Enhanced Learning 17 (1), 7, 2022 | 16 | 2022 |
| Multidimensional influences of anxiety and assessment type on task performance VA Sotardi, J Bosch, E Brogt Social Psychology of Education 23 (2), 499-522, 2020 | 15 | 2020 |
| Bumps in the road: Exploring teachers' perceptions of student stress and coping VA Sotardi The Teacher Educator 53 (2), 208-228, 2018 | 14 | 2018 |
| Influences of learning strategies on assessment experiences and outcomes during the transition to university VA Sotardi, E Brogt Studies in Higher Education 45 (9), 1973-1985, 2020 | 13 | 2020 |
| Trait and state anxiety across academic evaluative contexts: development and validation of the MTEA-12 and MSEA-12 scales VA Sotardi Anxiety, Stress, & Coping 31 (3), 348-363, 2018 | 12 | 2018 |
| Teacher Support and Students' Self-Regulated Learning: Co-Regulation and Classroom Management M McCaslin, VA Sotardi, RI Vega Handbook of classroom management, 322-343, 2014 | 12 | 2014 |
| On institutional belongingness and academic performance: Mediating effects of social self-efficacy and metacognitive strategies VA Sotardi Studies in Higher Education 47 (12), 2444-2459, 2022 | 11 | 2022 |
| On everyday stress and coping strategies among elementary school children VA Sotardi The University of Arizona, 2013 | 10 | 2013 |
| Exploring experiences and academic outcomes of first-year university students with and without perceived disabilities or impairments A Murray, V Sotardi International Journal of Disability, Development and Education 69 (5), 1678-1693, 2022 | 9 | 2022 |
| Student reflections on learning and studying during the transition to university: Implications for tertiary learning advisors V Sotardi, M Friesen ATLAANZ Journal 2 (1), 19-35, 2017 | 9 | 2017 |
| First-year university students’ authentic experiences with evaluation anxiety and their attitudes toward assessment V Sotardi, H Dutton Assessment & Evaluation in Higher Education 47 (8), 1317-1329, 2022 | 6 | 2022 |
| Adolescent stress, help‐seeking intentions, subjective achievement and life satisfaction in New Zealand: Tests of mediation, moderated mediation and moderation VA Sotardi, P Watson, C Swit, D Roy, M Bajaj Stress and Health 37 (4), 650-668, 2021 | 6 | 2021 |
| Towards understanding of student engagement in blended learning: A conceptualization of learning without borders. C Brown, N Davis, V Sotardi, W Vidal | 6 | 2018 |
