Journal of Educational Psychology

Papers
(The H4-Index of Journal of Educational Psychology is 29. 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.)
ArticleCitations
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality.151
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.97
Peer social acceptance and academic achievement: A meta-analytic study.95
Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.60
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest.58
Lateral reading on the open Internet: A district-wide field study in high school government classes.56
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.50
Grit and academic achievement: A comparative cross-cultural meta-analysis.50
Some stress is good stress: The challenge-hindrance framework, academic self-efficacy, and academic outcomes.49
Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy.48
Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction.48
Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition.47
School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction.47
Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model.47
Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.46
Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.43
Effectiveness of resilience interventions for higher education students: A meta-analysis and metaregression.43
Engaging caregivers and children in picture books: A family-implemented mathematical language intervention.41
A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load.41
Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports.39
Black–White achievement gaps differ by family socioeconomic status from early childhood through early adolescence.38
Effects of spatial training on mathematics in first and sixth grade children.35
Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.33
Putting fractions together.32
Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms.32
Grit: The long and short of it.31
Co-occurring trajectories of internalizing and externalizing problems from grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance.30
Parent–child number application activities predict children’s math trajectories from preschool to primary school.30
Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors.30
Cognitive dimensions of learning in children with problems in attention, learning, and memory.29
Does motivation predict changes in academic achievement beyond intelligence and personality? A multitheoretical perspective.29
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