OOIR: Observatory of International Research

Papers

(The TQCC of British Journal of Educational Psychology is 10. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Mind, brain and education—Neuromechanisms during child development	100
	70
“Teacher, forgive me, I forgot to do it!” The impact of children's prospective memory on teachers' evaluation of academic performance	63
Antecedents of university students' self‐leadership: The roles of teacher developmental feedback and student proactive vitality management	50
Adolescent loneliness across the world and its relation to school climate, national culture and academic performance	48
‘She is failing; he is learning’: Gender‐differentiated attributions for girls' and boys' errors	42
Are curiosity and situational interest different? Exploring distinct antecedents and consequences	38
Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West	38
What individual, family, and school factors influence the identification of special educational needs in Wales?	38
The secret language of peers: How peer behaviours signal mindset and influence classroom experiences	36
The effects of working memory training on working memory, self‐regulation, and analogical reasoning of preschool children	36
Understanding working memory as a facilitator of math problem‐solving: Offloading as a potential strategy	34
When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions	32
Educational experiences of young people with ADHD in the UK : Secondary analysis of qualitative da	32
Issue Information	31
	30
Issue Information	29
Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective	28
Error climate and alienation from teachers: A longitudinal analysis in primary school	27
This is the way: Network perspective on targets for spatial ability development programmes	26
Teacher–student relationships and adolescents’ school satisfaction: Behavioural engagement as a mechanism of change	25
Pupillometric and blink measures of diverse task loads: Implications for working memory models	25
Achievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality: A single and multilevel mixture study	24
Issue Information	23
On the influence of social norms on individual achievement goals	22

Editorial Acknowledgement	22
Issue Information	22
Children's anxiety, academic self‐efficacy, and intergenerational transmission of worries regarding the transition to middle school	22
Seeking effective school and family supports for adolescents' curiosity in learning: A cross‐country comparison among China, the USA and Finland	21
Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction	21
Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self‐determination perspective	21
Re‐examining cognitive load measures in real‐world learning: Evidence from both subjective and neurophysiological data	21
Developmental links between well‐being, self‐concept and prosocial behaviour in early primary school	20
Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years	20
Perceived peer support, motivational self‐regulation and academic achievement in adolescents	20
Boarding versus day‐students: A mixed‐methods analysis of sleep and its relationship with psychological distress	19
Interest and effort in learning and performance	19
A mode comparison study about the effect of tracing on children's poem learning in actual classroom contexts	18
A closer look at the domain‐specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large‐scale longitudinal studies	18
The associations between teachers' lesson‐specific emotions and observed teacher–student interactions and student engagement	18
Contrasting stances at the crossroads of debugging learning opportunities	18
Mechanisms underlying the relations between parents' perfectionistic tendencies and young children's mathematical abilities	18
Issue Information	18
What counts as STEM , and does it matter?	17
Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States	17
A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement	17
The essential role of peer relationships in students' motivation during adolescence	17
Metacognitive prompts and numerical ordinality in solving word problems: An eye‐tracking study	16
Longitudinal trajectories of parent–teacher communication during elementary school: Investigating child academic skills, school enjoyment and self‐perceived ability	16
Developmental trajectories and the longitudinal associations of emotional resilience and test anxiety: A prospective study in high school students	16
Perceived teacher unfairness and students' school‐based adjustment: Exploring the mediating role of self‐handicapping and the moderating role of social support	15
Attention to text in video predicts young children's orthographic knowledge	15
A reciprocal association between interpersonal relationship quality and student's positive affect: A three‐wave random intercept cross‐lagged study in a Chinese primary mathematics learning context	15
Issue Information	15
Issue Information	15
Flipping a simulation before instruction can improve students' learning, interest and perceived competence	15
Unpacking the relation between morphological awareness and reading comprehension in Chinese children	14
Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation	14
Socio‐economic status, mastery‐approach goals and learning‐related outcomes: Mediation and moderation	14
Flow experience fosters university students' well‐being through psychological resilience: A longitudinal design with cross‐lagged analysis	14
Changes in control and value appraisals predict changes in learning enjoyment: A four‐wave analysis among lower secondary school students	14
Seeing myself through the eyes of my peers: Explaining the self‐concept of students with and without special educational needs through acceptance and friendship	14
The relation between trait flow and engagement, understanding, and grades in undergraduate lectures	14
Metacognitive beliefs and academic performance in Chinese middle school students: A moderated mediation model of emotional dysregulation and anxiety	13
The relationship between trait‐ and state‐math anxiety and math engagement: The role of math learning context and task difficulty	13
The formation of self‐concept and intrinsic value in arts‐related domains: Extending the generalized internal/external frame of reference model to music and visual arts	13
Motivating tones to enhance education: The effects of vocal awareness on teachers' voices	13
The impact of school exclusion in childhood on health and well‐being outcomes in adulthood: Estimating causal effects using inverse probability of treatment weighting	12
Do you prefer to collaborate with students pursuing the same goals? – A network analysis of physical education classes	12
Groups, goals, and growth: How peer acceptance shapes student development in co‐curricular activities	12
Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis	12
Does the family situation impact academic achievement differently in students with versus without neurodevelopmental disorders?	12
More homework improve mathematics achievement? Differential effects of homework time on different facets of students' mathematics achievement: A longitudinal study in China	12
How is teaching quality related to achievement emotions in secondary low‐ and high‐achieving students: A cross‐sectional study in Chinese mathematics classrooms	12
The unrecognized potential of potential‐based achievement goals	12

Gender differences in effects of learning self‐efficacy on learning burnout among higher vocational college students in China	12
Academic language use in middle school informational writing	11
Math attitudes and math anxiety predict students' perception of teacher support in primary school, but not vice versa	11
‘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	11
Social media interference among college students: The role of social achievement goals and fear of missing out	11
Asymmetric longitudinal links between learning anxiety and engagement in Chinese primary school students: The role of peer relationship	11
The path of promoting adolescents' physical exercise: Based on the control‐value theory of achievement emotions	11
‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID ‐19 in En	11
Parents' use of sustained shared thinking during joint mathematics activities with young children: An investigation of its measurement, antecedents, and outcomes	11
Pre‐service teachers' explicit and implicit stereotypes towards pupils with different special educational needs	11
Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias	11
Teacher and student mindsets in the classroom: Multilevel links with emotional support, achievement and anxiety	11
To disclose or not to disclose: Peer influence and psychological factors in students' use of generative artificial intelligence	11
	11
Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components	11
Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate	11
An experimental comparison of additional training in phoneme awareness, letter‐sound knowledge and decoding for struggling beginner readers	10
Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project	10
The reciprocal dynamics of peer relationships and motivation: A commentary on the special issue	10
Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students	10
Using the theory of planned behaviour to predict pre‐service teachers' preferences for scientific sources	10
Left visual field bias during face perception aligns with individual differences in reading skills and is absent in dyslexia	10
Is inclusive education for children with special educational needs and disabilities an impossible dream?	10
Discussion of the special issue on cognitive load theory	10
Academic self‐concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation	10
Associations between sleep, reading, and mathematics in Taiwanese children	10
Parent–teacher relationship and students' learning engagement in China: A longitudinal study considering urban–suburban differences	10