Burić, I., & Frenzel, A. C. (2023). Teacher emotions are linked with teaching quality: Cross-sectional and longitudinal evidence from two field studies. Learning and Instruction, 88, 101822.

Burić, I., Butković, A., & Kim, L. E. (2023). Teacher personality domains and facets: Their unique associations with student-ratings of teaching quality and teacher enthusiasm. Learning and Instruction, 88, 101827.

Wang, H., Burić, I., Chang, M. L., & Gross, J. J. (2023). Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis. Social Psychology of Education, 1-46.

Burić, I., Zuffiano, A., & Lopez-Perez, B. (2022). Longitudinal relationship between teacher self-efficacy and work engagement: Testing the random-intercept cross-lagged panel model. Contemporary Educational Psychology, 70, 102092.

Burić, I. (2022). Doubly Latent Multilevel Structural Equation Modeling: An Overview of Main Concepts and Empirical Illustration. In: Khine, M.S. (Ed) Methodology for Multilevel Modeling in Educational Research. Springer.

Burić, I., Kim, L., Hodis, F. (2021). Emotional labor profiles among teachers: associations with positive affective, motivational and well-being factors, Journal of Educational Psychology.

Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250-264.

Burić, I. & Kim, L. (2021). Job satisfaction predicts teacher self-efficacy, and the association is invariant: Examinations using TALIS 2018 data and longitudinal Croatian data. Teaching and Teacher Education, 105, 103406.

Kim, L. E., & Burić, I. (2020). Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model. Journal of Educational Psychology, 112(8), 1661–1676.

Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302.

Burić, I., & Moѐ, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, 89, 103008.

Burić, I., & Frenzel, A. C. (2020). Teacher emotional labour, instructional strategies and students’ academic engagement: A multilevel analysis. Teachers and Teaching: Theory and Practice, 1-18.

Burić, I., & Frenzel, A. C. (2019). Teacher anger: New empirical insights using a multi-method approach. Teaching and Teacher Education, 86, 102895.

Burić, I. (2019). The role of emotional labor in explaining teachers' enthusiasm and students' outcomes: A multilevel mediational analysis. Learning and Individual Differences, 70, 12-20.

Burić, I., Slišković, A., & Macuka, I. (2018). A mixed-method approach to the assessment of teachers’ emotions: Development and validation of the Teacher Emotion Questionnaire. Educational psychology, 38(3), 325-349.

Burić, I., & Macuka, I. (2018). Self-efficacy, emotions and work engagement among teachers: A two wave cross-lagged analysis. Journal of Happiness Studies, 19(7), 1917-1933.