OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Educational Psychology is 32. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Supplemental Material for Student Engagement and Its Association With Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis	256
Supplemental Material for Support From School Personnel and In-School Resources Jointly Moderate the Association Between Identity-Based Harassment and Depressive Symptoms Among Sexual and Gender Diver	110
Supplemental Material for A 5-Year Longitudinal Study of Bilinguals’ Vocabulary Growth and the Role of the Prekindergarten Home Language and Literacy Environments	104
Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School	101
Supporting parents to support children: A U.K. randomized controlled trial testing a text message intervention to cultivate the home learning environment.	94
Warning students of the consequences of examination failure: An effective strategy for promoting student engagement?	82
Early prediction of math difficulties with the use of a neural networks model.	80
The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills.	79
The decline in learning enjoyment and learning effort over primary and secondary schools: Do gender, migration background, and socioeconomic status matter?	71
Varied practice testing is associated with better learning outcomes in self-regulated online learning.	69
Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning.	68
Why things can go wrong when parents try to help children with their homework: The role of parental emotion regulation and mentalization.	67
Math anxiety, self-centeredness, and dispositional mindfulness.	64
Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment.	63
Examining ethnic/racial measurement invariance in fourth-grade executive function: A registered report of data from the Early Childhood Longitudinal Study—Kindergarten.	58
Mechanisms in the relation between morphological awareness and the development of reading comprehension.	56
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.	53
The relation between text reading and reading comprehension varies as a function of developmental phase, orthographic depth, and measurement characteristics: Evidence from a meta-analysis.	48
Supplemental Material for Impact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content Knowledge	47
Supplemental Material for Stay Motivated and Carry on: A Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates	45
Supplemental Material for Fraction Ball: Playful and Physically Active Fraction and Decimal Learning	44
Supplemental Material for Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study	42
Supplemental Material for Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches	42
Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth.	40
Heterogeneity in middle-school students’ encoding of algebraic equations.	40

Supplemental Material for Supporting Parents to Support Children: A U.K. Randomized Controlled Trial Testing a Text Message Intervention to Cultivate the Home Learning Environment	38
The association between relational reasoning in nonverbal and verbal representations and mathematics achievement.	37
The effect of a universal, school-based social and emotional learning intervention (passport: Skills for life) on internalizing symptoms and related outcomes during the transition from childhood to ad	34
The interconnected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis.	34
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality	32
Supplemental Material for Greater Income Inequality, Lower School Belonging: Multilevel and Cross-Temporal Analyses of 65 Countries	32
Supplemental Material for Toward an Evidence-Based Framework for Training Students’ Collaborative Problem-Solving Skills: Introducing and Testing the PEER Model	32