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 2020-11-01 to 2024-11-01.)

Article	Citations
“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	127
Displayed enthusiasm attracts attention and improves recall	47
Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties	30
Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models	27
Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition	26
Society‐level social axiom moderates the association between growth mindset and achievement across cultures	26
Exploring the interplay between socioeconomic status and reading achievement: An expectancy‐value perspective	25
The mechanisms of interest and perseverance in predicting achievement among academically resilient and non‐resilient students: Evidence from Swedish longitudinal data	23
‘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	21
Student engagement with school and personality: a biopsychosocial and person‐centred approach	21
When preservice teachers’ prior beliefs contradict evidence from educational research	20
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	19
Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy	19
Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading	18
Trajectories of academic achievement for students with attention‐deficit/hyperactivity disorder	18
Parent and teacher warm involvement and student’s academic engagement: The mediating role of self‐system processes	18
Affective states and regulation of learning during socio‐emotional interactions in secondary school collaborative groups	17
Sibling conflict during COVID‐19 in families with special educational needs and disabilities	17
Social and emotional learning in primary schools: A review of the current state of evidence	17
Teacher well‐being and turnover intentions: Investigating the roles of job resources and job demands	17
Creativity in mathematics performance: The role of divergent and convergent thinking	15
Long‐term labour market and economic consequences of school exclusions in England: Evidence from two counterfactual approaches	15
Work–family conflicts, cognitive appraisal, and burnout: Testing the mediation effect with structural equation modelling	15
Well‐being warriors: A randomized controlled trial examining the effects of martial arts training on secondary students’ resilience	15
Whether verbal and visuospatial working memory play different roles in pupil’s mathematical abilities	14

The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents	14
Shaping classroom social experiences through collaborative small‐group discussions	13
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study	13
Perceived academic performance explained by school climate, positive psychological variables and life satisfaction	13
Self‐reported academic performance and academic cheating: Exploring the role of the perceived classroom (in)justice mediators	12
Institutional cisnormativity and educational injustice: Trans children's experiences in primary and early secondary education in the UK	12
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?	12
Control, anxiety and test performance: Self‐reported and physiological indicators of anxiety as mediators	12
The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching	12
Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project	12
A new method for studying the halo effect in teachers' judgement and its antecedents: Bringing out the role of certainty	12
Digital Bodies: A controlled evaluation of a brief classroom‐based intervention for reducing negative body image among adolescents in the digital age	12
The moderating role of socioeconomic status on the relationship between teacher social support and sense of belonging to school	12
Primary‐secondary school transition under Covid‐19: Exploring the perceptions and experiences of children, parents/guardians, and teachers	12
Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load	12
The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio‐economic status on situational judgement test performance	11
Self‐efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes	11
The influence of thinking dispositions on integration and recall of multiple texts	11
Teachers' perceptions of the barriers to assessment of mental health in schools with implications for educational policy: A systematic review	11
How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling	10
A multidimensional examination of math anxiety and engagement on math achievement	10
How does parental involvement matter for children's academic achievement during school closure in primary school?	10
Adaptability and emotional, behavioural and cognitive aspects of self‐regulated learning: Direct and indirect relations with academic achievement and life satisfaction	10
Mental contrasting with implementation intentions increases study time for university students	10
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	10
Understanding effort regulation: Comparing ‘Pomodoro’ breaks and self‐regulated breaks	9
Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid‐19?	9
The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching	9
Teacher–student relationships and adolescents’ school satisfaction: Behavioural engagement as a mechanism of change	9
Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes	9
Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self‐loathing in comparison	9
Different types of redundancy and their effect on learning and cognitive load	9
Adolescent loneliness across the world and its relation to school climate, national culture and academic performance	8
Can you feel the excitement? Physiological correlates of students' self‐reported emotions	8
The identification of gifted underachievement: Validity evidence for the commonly used methods	8
Supporting pre‐service teachers’ motivation beliefs and approaches to instruction through an online intervention	8
The potential of biophysiology for understanding motivation, engagement and learning experiences	8
When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions	8
The effects of cooperative learning on trait emotional intelligence and academic achievement of Spanish primary school students	8
Do different cognitive domains mediate the association between moderate‐to‐vigorous physical activity and adolescents’ off‐task behaviour in the classroom?	8
Which is more predictive: Domain‐ or task‐specific self‐efficacy in teaching and outcomes?	8
Educational achievement and bullying: The mediating role of psychological difficulties	8
Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components	8
Child‐level factors affecting rate of learning to write in first grade	8
The relation between early self‐regulation and classroom context: The role of adult presence, the task’s source of initiation, and social context	8
In school and out of school digital use and the development of children’s self‐regulation and social skills	8
Multidimensional profiles of parent involvement: Antecedents and impact on student engagement	8
Relationship quality in higher education and the interplay with student engagement and loyalty	8
To what extent does punishment insensitivity explain the relationship between callous‐unemotional traits and academic performance in secondary school students?	8
Does authentic self‐esteem buffer the negative effects of bullying victimization on social anxiety and classroom concentration? Evidence from a short‐term longitudinal study with early adolescents	8

What makes a physical education teacher? Personal characteristics for physical education development	7
The aetiology of educational attainment: A nuclear twin family study into the genetic and environmental influences on school leaving certificates	7
Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany	7
Teachers' daily physiological stress and positive affect in relation to their general occupational well‐being	7
Mapping components of verbal and visuospatial working memory to mathematical topics in seven‐ to fifteen‐year‐olds	7
Teachers use of fear appeals: Association with student and teacher mental health	7
Biophysiological stress markers relate differently to grit and school engagement among lower‐ and higher‐track secondary school students	7
Long‐term interrelations between socio‐emotional and language competencies among preschool dual language learners in Germany	7
Student mental health in higher education: the contextual influence of “cuts, competition & comparison”	7
Investigating how autonomy‐supportive teaching moderates the relation between student honesty and premeditated cheating	7
“The world we live in now”: A qualitative investigation into parents’, teachers’, and children’s perceptions of social networking site use	7
Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement	7
How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools	6
Does learning to code influence cognitive skills of elementary school children? Findings from a randomized experiment	6
‘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 England	6
Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1	6
Integrating cognitive load theory with other theories, within and beyond educational psychology	6
Learning a new geometric concept: The role of working memory and of domain‐specific abilities	6
Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years	6
Effects of finger and mouse pointing on learning from online split‐attention examples	6
The relationship between mental rotation and arithmetic: do number line estimation, working memory, or place‐value concept matter?	6
Examining perceptions, selections, and products in undergraduates’ learning from multiple resources	6
Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research	6
Piloting ‘Clever Kids’: A randomized‐controlled trial assessing feasibility, efficacy, and acceptability of a socioemotional well‐being programme for children with dyslexia	6
The role of school‐based relationships for school well‐being: How different are high‐ and average‐ability students?	6