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Vedder-Weiss, D. and D. Fortus (2012). Students' declining motivation to learn science: A follow up study. Journal of Research in Science Teaching 49(9): 1057-1095.
Vedder-Weiss, D. (2012). Characterizing environmental factors that are associated with adolescents' motivation to learn science in and out of school. Science and Mathematics Teaching. Rehovot, Israel, Weizmann Institute of Science. PhD.
Vedder-Weiss, D. and D. Fortus (2013). School, teacher, peers and parents' goals emphases and adolescents' motivation to learn science in and out of school. Journal of Research in Science Teaching 50(8), pp. 952-988.
Fortus, D. & Vedder-Weiss, D. (2014). Measuring Students’ Continuing Motivation for Science Learning. Journal of Research in Science Teaching 51(4), pp. 497-522.
Fortus, D (2014). Attending to Affect. Journal of Research in Science Teaching 51(7), pp. 821-835.
Fortus, D. & Daphna, L. (2017). Adolescents' Goal Orientations for Science in Single-Gender Religious Schools, International Journal of Science Education 39(1), 86-103.
Vedder-Weiss, D. & Fortus, D. (2017). Teachers' Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students' Motivation for Science Learning. Research in Science Education.
Dorfman, B. & Fortus, D. (2019). Students' Self-efficacy for Science in Different School Systems. Journal of Research in Science Teaching. 1-23.
Fortus, D., & Daphna, L. (2020). When goals do not concur: Conflicting perceptions of school science. Disciplinary and Interdisciplinary Science Education Research, 2(6), 1-17.