OOIR: Observatory of International Research

Papers

(The TQCC of British Journal of Educational Psychology is 6. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)

Article	Citations
‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown	279
“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well‐being during the COVID‐19 pandemic	104
Student–teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school	58
The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes	50
How executive functions contribute to reading comprehension	45
Displayed enthusiasm attracts attention and improves recall	40
Family socio‐economic status and children’s academic achievement: The different roles of parental academic involvement and subjective social mobility	38
Examining the relationships between cognitive activation, self‐efficacy, socioeconomic status, and achievement in mathematics: A multi‐level analysis	34
Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties	23
Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition	21
Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models	20
Student engagement with school and personality: a biopsychosocial and person‐centred approach	20
Motivational school climate and teachers' achievement goal orientations: A hierarchical approach	20
Society‐level social axiom moderates the association between growth mindset and achievement across cultures	20
How mathematics anxiety affects students' inflexible perseverance in mathematics problem‐solving: Examining the mediating role of cognitive reflection	19
Assertiveness and adaptation: Prospective teachers’ social competence development and its significance for occupational well‐being	18
Attainment, attendance, and school difficulties in UK primary schoolchildren with probable ADHD	17
Exploring the interplay between socioeconomic status and reading achievement: An expectancy‐value perspective	17
When preservice teachers’ prior beliefs contradict evidence from educational research	16
Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder	16
Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy	16
The mechanisms of interest and perseverance in predicting achievement among academically resilient and non‐resilient students: Evidence from Swedish longitudinal data	16
Work–family conflicts, cognitive appraisal, and burnout: Testing the mediation effect with structural equation modelling	15
Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits	15
Linguistic comprehension and narrative skills predict reading ability: A 9‐year longitudinal study	15

Parent and teacher warm involvement and student’s academic engagement: The mediating role of self‐system processes	14
Control‐value theory in the context of teaching: does teaching quality moderate relations between academic self‐concept and achievement emotions?	14
Spatial reasoning, mathematics, and gender: Do spatial constructs differ in their contribution to performance?	14
Students’ multidimensional profiles of math engagement: Predictors and outcomes from a self‐system motivational perspective	14
Sibling conflict during COVID‐19 in families with special educational needs and disabilities	14
Affective states and regulation of learning during socio‐emotional interactions in secondary school collaborative groups	13
‘She didn't know how to go back’: School attendance problems in the context of the COVID‐19 pandemic—A multiple stakeholder qualitative study with parents and professionals	13
The roles of decoding and vocabulary in Chinese reading development: Evidence from a 3‐year longitudinal study	13
When anxiety becomes my propeller: Mental toughness moderates the relation between academic anxiety and academic avoidance	12
Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM‐gifted adolescents and their peers	12
Long‐term labour market and economic consequences of school exclusions in England: Evidence from two counterfactual approaches	12
Longitudinal relations between South Korean adolescents’ academic self‐efficacy and values in mathematics and English	12
Well‐being warriors: A randomized controlled trial examining the effects of martial arts training on secondary students’ resilience	12
Whether verbal and visuospatial working memory play different roles in pupil’s mathematical abilities	11
Shaping classroom social experiences through collaborative small‐group discussions	11
Some days are more satisfying than others: A daily‐diary study on optimism, pessimism, coping, and academic satisfaction	11
Creativity in mathematics performance: The role of divergent and convergent thinking	11
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study	11
The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching	11
The effect of diagnostic labels on teachers' perceptions of behaviours of students with autism spectrum disorder	10
Social and emotional learning in primary schools: A review of the current state of evidence	10
Social interaction and gender as factors affecting the trajectories of children's engagement and hyperactive behaviour in preschool	10
The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents	10
The role of executive function in reading comprehension among beginning readers	10
Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project	10
The mindsets × societal norm effect across 78 cultures: Growth mindsets are linked to performance weakly and well‐being negatively in societies with fixed‐mindset norms	9
Self‐reported academic performance and academic cheating: Exploring the role of the perceived classroom (in)justice mediators	9
A new method for studying the halo effect in teachers' judgement and its antecedents: Bringing out the role of certainty	9
Control, anxiety and test performance: Self‐reported and physiological indicators of anxiety as mediators	9
Psychological suzhi and academic achievement in Chinese adolescents: A 2‐year longitudinal study	9
The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching	9
Digital Bodies: A controlled evaluation of a brief classroom‐based intervention for reducing negative body image among adolescents in the digital age	9
Mental contrasting with implementation intentions increases study time for university students	9
Latent motivation profiles for choosing teaching as a career: How are they linked to self‐concept concerning teaching subjects and emotions during teacher education training?	9
Perceived academic performance explained by school climate, positive psychological variables and life satisfaction	8
Test‐ or judgement‐based school track recommendations: Equal opportunities for students with different socio‐economic backgrounds?	8
The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio‐economic status on situational judgement test performance	8
How does parental involvement matter for children's academic achievement during school closure in primary school?	8
The influence of thinking dispositions on integration and recall of multiple texts	7
“The world we live in now”: A qualitative investigation into parents’, teachers’, and children’s perceptions of social networking site use	7
Teacher–student relationships and adolescents’ school satisfaction: Behavioural engagement as a mechanism of change	7
Societal‐level utility value strengthens the relationship between student‐level utility value and achievement: A person‐culture fit perspective	7
Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load	7
Do different cognitive domains mediate the association between moderate‐to‐vigorous physical activity and adolescents’ off‐task behaviour in the classroom?	7
A multidimensional examination of math anxiety and engagement on math achievement	7
The moderating role of socioeconomic status on the relationship between teacher social support and sense of belonging to school	7
Primary‐secondary school transition under Covid‐19: Exploring the perceptions and experiences of children, parents/guardians, and teachers	7
Teacher well‐being and turnover intentions: Investigating the roles of job resources and job demands	7
The relation between early self‐regulation and classroom context: The role of adult presence, the task’s source of initiation, and social context	7
Teachers use of fear appeals: Association with student and teacher mental health	7

Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid‐19?	7
Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading	7
Child‐level factors affecting rate of learning to write in first grade	7
Externalizing behaviour, task‐focused behaviour, and academic achievement: An indirect relation?	7
Relationship quality in higher education and the interplay with student engagement and loyalty	6
Long‐term interrelations between socio‐emotional and language competencies among preschool dual language learners in Germany	6
Control and value appraisals and online multiple‐text comprehension in primary school: The mediating role of boredom and the moderating role of word‐reading fluency	6
In school and out of school digital use and the development of children’s self‐regulation and social skills	6
Examining perceptions, selections, and products in undergraduates’ learning from multiple resources	6
Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1	6
To what extent does punishment insensitivity explain the relationship between callous‐unemotional traits and academic performance in secondary school students?	6
When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions	6
How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling	6
Investigating how autonomy‐supportive teaching moderates the relation between student honesty and premeditated cheating	6
The identification of gifted underachievement: Validity evidence for the commonly used methods	6
The potential of biophysiology for understanding motivation, engagement and learning experiences	6
The effects of cooperative learning on trait emotional intelligence and academic achievement of Spanish primary school students	6
Mapping components of verbal and visuospatial working memory to mathematical topics in seven‐ to fifteen‐year‐olds	6
Educational achievement and bullying: The mediating role of psychological difficulties	6