OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Educational Psychology is 30. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Supplemental Material for Student Engagement and Its Association With Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis	423
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	223
Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School	89
Supplemental Material for A 5-Year Longitudinal Study of Bilinguals’ Vocabulary Growth and the Role of the Prekindergarten Home Language and Literacy Environments	89
Early prediction of math difficulties with the use of a neural networks model.	88
Supplemental Material for Concurrent Testing Improves Attention Generally and Selectively During Video Lectures	82
Linking teacher emotions, teaching quality indicators, and student outcomes in mathematics: Results from the Global Teaching InSights study.	75
Supporting parents to support children: A U.K. randomized controlled trial testing a text message intervention to cultivate the home learning environment.	70
A person-centered approach to action-control beliefs of students with special educational needs and their relation to student performance and time on task.	67
The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills.	67
Varied practice testing is associated with better learning outcomes in self-regulated online learning.	62
The decline in learning enjoyment and learning effort over primary and secondary schools: Do gender, migration background, and socioeconomic status matter?	61
Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning.	53
Examining ethnic/racial measurement invariance in fourth-grade executive function: A registered report of data from the Early Childhood Longitudinal Study—Kindergarten.	47
Mechanisms in the relation between morphological awareness and the development of reading comprehension.	41
Engaging Latinx or Hispanic-Identifying families in science education: A longitudinal intervention study.	40
Why things can go wrong when parents try to help children with their homework: The role of parental emotion regulation and mentalization.	39
Supplemental Material for Impact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content Knowledge	37
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.	37
Supplemental Material for Stay Motivated and Carry on: A Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates	36
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	35
Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth.	35
Supplemental Material for Toward an Evidence-Based Framework for Training Students’ Collaborative Problem-Solving Skills: Introducing and Testing the PEER Model	34
The interconnected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis.	33
Supplemental Material for Are Elementary School Children Bullied More When They Attend Disruptive Classrooms? A Child-Fixed-Effects Analysis	32

Unraveling the reciprocal relationship between statistical learning and reading development.	32
The association between relational reasoning in nonverbal and verbal representations and mathematics achievement.	31
The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds.	31
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	31
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.	31
Heterogeneity in middle-school students’ encoding of algebraic equations.	30