Journal of Educational Psychology

Article	Citations
Self-determination theory applied to physical education: A systematic review and meta-analysis.	260
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality.	118
Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.	114
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER).	76
Peer social acceptance and academic achievement: A meta-analytic study.	75
The association between teaching students with disabilities and teacher turnover.	51
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.	51
A latent profile analysis of undergraduates’ achievement motivations and metacognitive behaviors, and their relations to achievement in science.	51
Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations.	50
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest.	50
Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.	49
How effective is peer interaction in facilitating learning? A meta-analysis.	49
Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout.	47
Creating drawings enhances learning by teaching.	45
Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model.	44
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.	43
Job satisfaction of teachers and their principals in relation to climate and student achievement.	42
Lateral reading on the open Internet: A district-wide field study in high school government classes.	41
Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?	40
Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy.	40
Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction.	40
Grit and academic achievement: A comparative cross-cultural meta-analysis.	39
School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction.	38
Some stress is good stress: The challenge-hindrance framework, academic self-efficacy, and academic outcomes.	38
What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories.	38

Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality.	38
Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.	38
Timing matters! Explaining between study phases enhances students’ learning.	34
Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.	33
Effectiveness of resilience interventions for higher education students: A meta-analysis and metaregression.	32
A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load.	32
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.	31
Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities.	31
The dynamics of real-time classroom emotions: Appraisals mediate the relation between students’ perceptions of teaching and their emotions.	30
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies.	30
Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports.	29
Effects of spatial training on mathematics in first and sixth grade children.	29
Opportunities to participate in science learning and student engagement: A mixed methods approach to examining person and context factors.	29
Engaging caregivers and children in picture books: A family-implemented mathematical language intervention.	27
Black–White achievement gaps differ by family socioeconomic status from early childhood through early adolescence.	27
Parent–child number application activities predict children’s math trajectories from preschool to primary school.	26
Using persuasive refutation texts to prompt attitudinal and conceptual change.	26
Do family investments explain growing socioeconomic disparities in children’s reading, math, and science achievement during school versus summer months?	26
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis.	25
Off-task behavior in kindergarten: Relations to executive function and academic achievement.	25
Putting fractions together.	25
Using eye movements to measure intrinsic, extraneous, and germane load in a multimedia learning environment.	25
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.	24
Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study.	24
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities.	24
Differential benefits of explicit failure-driven and success-driven scaffolding in problem-solving prior to instruction.	23
“We just want to break the stereotype”: Tensions in Black boys’ critical social analysis of their suburban school experiences.	23
Co-occurring trajectories of internalizing and externalizing problems from grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance.	23
Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors.	23
A learning method for all: The testing effect is independent of cognitive ability.	23
Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference?	22
The case for embodied instruction: The instructor as a source of attentional and social cues in video lectures.	22
A randomized controlled trial of a smartphone-based well-being training in public school system employees during the COVID-19 pandemic.	22
Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms.	22
Grit: The long and short of it.	22
Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension: The dormant role of language skills.	22
Cognitive dimensions of learning in children with problems in attention, learning, and memory.	22
Linking changes in perceived academic control to university dropout and university grades: A longitudinal approach.	21
Trajectories of self-determined motivation during the secondary school: A growth mixture analysis.	21
In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement.	20
Number knowledge and the approximate number system are two critical foundations for early arithmetic development.	20
Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial.	20
A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade.	20
Math anxiety interferes with learning novel mathematics contents in early elementary school.	20
Teachers “finding peace in a frantic world”: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms.	19
Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention.	19
Does motivation predict changes in academic achievement beyond intelligence and personality? A multitheoretical perspective.	19
Do children with reading difficulties experience writing difficulties? A meta-analysis.	19
Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.	19
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.	19

Reducing interference from misconceptions: The role of inhibition in knowledge revision.	18
Instructor–learner neural synchronization during elaborated feedback predicts learning transfer.	18
Load reduction instruction in science and students’ science engagement and science achievement.	18
Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading.	18
Subtypes of mathematical difficulties and their stability.	17
The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.	17
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality	17
The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries.	17
Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade.	17
Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach.	17
Argumentation skills mediate the effect of peer argumentation on content knowledge in middle-school students.	17
The effect of epistemic cognition interventions on academic achievement: A meta-analysis.	17
The componential model of reading in bilingual learners.	17
Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.	17
Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping.	17
Language ability in the development of externalizing behavior problems in childhood.	16
Embodied geometric reasoning: Dynamic gestures during intuition, insight, and proof.	16
Relations among phonological processing skills and mathematics in children: A meta-analysis.	16
Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.	16
Constructing written arguments to develop fraction knowledge.	15
Replicated evidence towards a cognitive theory of game-based training.	15
Comparing and combining retrieval practice and concept mapping.	15
Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes.	15
Leaving the pond—Choosing an ocean: Effects of student composition on STEM major choices at university.	15
Examining high-school students' motivation change through a person-centered approach.	15
The impact of mathematics anxiety on stress appraisals, neuroendocrine responses, and academic performance in a community college sample.	14
Disentangling different sources of stability and change in students’ academic self-concepts: An integrative data analysis using the STARTS model.	14
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study.	14
Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics.	14
Exploring the role of off-task activity on students’ collaborative dynamics.	14
The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students.	13
From Here to There! A dynamic algebraic notation system improves understanding of equivalence in middle-school students.	13
Prevention of reading difficulties in children with and without familial risk: Short- and long-term effects of an early intervention.	13
The role of mothers in supporting adaptation in school: A psychological needs perspective.	13
College students’ reasons for leaving biomedical fields: Disenchantment with biomedicine or attraction to other fields?	13
Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks.	13
Performing under challenge: The differing effects of ability and normative performance goals.	12
Elementary students’ cognitive and affective responses to impasses during mathematics problem solving.	12
In-FUSE-ing STEAM learning with spatial reasoning: Distributed spatial sensemaking in school-based making activities.	12
Learning to read in environments with high risk of illiteracy: The role of bilingualism and bilingual education in supporting reading.	12
Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.	12
Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation.	12
How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions.	12
Achievement goals and conceptual learning: An examination of teacher talk.	12
Don't let me be misunderstood: Psychological safety, Black girls’ speech, and Black feminist perspectives on directness.	12
Class-average achievement and individual achievement development: Testing achievement composition and peer spillover effects using five German longitudinal studies.	12
Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes.	12
How much do students’ scores in PISA reflect general intelligence and how much do they reflect specific abilities?	12
The retrieval-enhancing effects of decorative pictures as memory cues in multimedia learning videos and subsequent performance tests.	12
Theories in use that explain adolescent help seeking and avoidance in mathematics.	12
Identifying reciprocities in school motivation research: A review of issues and solutions associated with cross-lagged effects models.	12
Dimensional comparison effects on (gendered) educational choices.	12
Effects of computer-based feedback on lower- and higher-order learning outcomes: A network meta-analysis.	12
Stability and change in student classroom composition and its impact on peer victimization.	12
Relational reasoning’s contributions to mathematical thinking and performance in Chinese elementary and middle-school students.	11
Effectiveness of forgiveness education with adolescents in reducing anger and ethnic prejudice in Iran.	11
A self-regulated learning analytics prediction-and-intervention design: Detecting and supporting struggling biology students.	11
The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners.	11
Fraction ball: Playful and physically active fraction and decimal learning.	11
Are the relations of rapid automatized naming with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children.	11
A change of scenery: Does the setting of an instructional video affect learning?	11
Effects of induced levels of prior knowledge on monitoring accuracy and performance when learning from self-regulated problem solving.	11
The benefits of successive relearning on multiple learning outcomes.	11
Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data.	11
Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.	11
Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom.	11
Silver linings and storm clouds: Divergent profiles of student momentary engagement emerge in response to the same task.	11
A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms.	11
Documenting increased participation of a student with autism in the standards for mathematical practice.	11
Does perceived cohesion mediate the student personality–engagement relationship in the university setting?	11
Estimating classroom-level influences on literacy and numeracy: A twin study.	10
Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement.	10
Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school.	10
The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal.	10
Using process data to explain group differences in complex problem solving.	10
Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation.	10
Pathways to word reading and calculation skills in young Chinese children: From biologically primary skills to biologically secondary skills.	10
Learning goal orientation in high-ability and average-ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes.	10
Distributions of textbook problems predict student learning: Data from decimal arithmetic.	10
Gender differences in early literacy: Boys’ response to formal instruction.	10

Does triggering learners’ interest make them overconfident?	9
Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence.	9
Differential patterns of growth in reading and math skills during elementary school.	9
Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing.	9
How students perform synthesis tasks: An empirical study into dynamic process configurations.	9
Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy.	9
Mere plausibility enhances comprehension: The role of plausibility in comprehending an unfamiliar scientific debate.	9
Data-based decision-making in schools: Examining the process and effects of teacher support.	9
Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school.	9
Taking a free ride: How team learning affects social loafing.	9
Moderators of dimensional comparison effects: A comprehensive replication study putting prior findings on five moderators to the test and going beyond.	9
The pathway to academic success: Scaling up a text-based analytical writing intervention for Latinos and English learners in secondary school.	9
Numerical magnitude understanding in kindergartners: A specific and sensitive predictor of later mathematical difficulties?	8
Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory.	8
Sex differences in developmental pathways to mathematical competence.	8
How students’ perceptions of teaching quality in one subject are impacted by the grades they receive in another subject: Dimensional comparisons in student evaluations of teaching quality.	8
Social contagion and high school dropout: The role of friends, romantic partners, and siblings.	8
Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control.	8
Income inequality predicts competitiveness and cooperativeness at school.	8
Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools.	8
Patterns of preschool teachers’ use of discourse strategies with individual Spanish-speaking dual language learners.	8
Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance.	8
Pushing the boundaries of education research: A multidimensional approach to characterizing preschool neighborhoods and their relations with child outcomes.	8
Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering.	8
Supporting climate change understanding with novel data, estimation instruction, and epistemic prompts.	8
Using the selection, optimization, and compensation model of action-regulation to explain college students’ grades and study satisfaction.	8
The influence of sensory-motor components of handwriting on Chinese character learning in second- and fourth-grade Chinese children.	8
Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches.	8
Students’ beliefs about agentic engagement: A phenomenological study in urban high school physical science and engineering classes.	8
Effects of student composition in school on young adults’ educational pathways.	7
Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.	7
Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims?	7
Varied practice testing is associated with better learning outcomes in self-regulated online learning.	7
Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.	7
Too anxious to be confident? A panel longitudinal study into the interplay of mathematics anxiety and metacognitive monitoring in arithmetic achievement.	7
Promoting positive attitudes toward peers with disabilities: The role of information and imagined contact.	7
Promoting an agentic orientation: An intervention in university psychology and physical science courses.	7
Scaffolding attention and partial word learning through interactive coviewing of educational media: An eye-tracking study with low-income preschoolers.	7
A metacognitive retrieval practice intervention to improve undergraduates’ monitoring and control processes and use of performance feedback for classroom learning.	7
Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes.	7
School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.	7
Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups.	7
App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial.	7
Explorations of classroom talk and links to reading achievement in upper elementary classrooms.	7
Cognition and writing development in early adolescent English learners.	6
Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target.	6
Under which conditions are physical versus virtual representations effective? Contrasting conceptual and embodied mechanisms of learning.	6
Class composition, student achievement, and the role of the learning environment.	6
Hong Kong academics’ perceived work environment and job dissatisfaction: The mediating role of academic self-efficacy.	6
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?	6
Students’ personality and state academic self-concept: Predicting differences in mean level and within-person variability in everyday school life.	6
Reading prosody unpacked: A longitudinal investigation of its dimensionality and relation with word reading and listening comprehension for children in primary grades.	6
Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys.	6
Not all sentences are created equal: Evaluating the relation between children’s understanding of basic and difficult sentences and their reading comprehension.	6
Family and community resource and stress processes related to income disparities in school-aged children’s development.	6
Deliberate errors promote meaningful learning.	6
The impacts of a brief middle-school self-affirmation intervention help propel African American and Latino students through high school.	6
Learning to use benefit-cost arguments: A microgenetic study of argument-counterargument integration in an undergraduate seminar course.	6
A multimedia effect for multiple-choice and constructed-response test items.	6
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries.	6
Disentangling students’ anticipated and experienced costs: The case for understanding both.	5
The stability of learning disabilities among emergent bilingual children: A latent transition analysis.	5
The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds.	5
"Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model": Correction to Kim and Burić (2019).	5
Academic language and listening comprehension—Two sides of the same coin? An empirical examination of their dimensionality, relations to reading comprehension, and assessment modality.	5
Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math.	5
Do jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis.	5
Helping preschoolers learn math: The impact of emphasizing the patterns in objects and numbers.	5
The effects of knowledge activation training on rural middle-school students’ expository text comprehension: A mixed-methods study.	5
Assessor writing performance on peer feedback: Exploring the relation between assessor writing performance, problem identification accuracy, and helpfulness of peer feedback.	5
Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping.	5
The effects of choice versus preference on writing and the mediating role of perceived competence.	5
Expecting to teach affects learning during study of expository texts.	5
The mathematical, motivational, and cognitive characteristics of high mathematics achievers in primary school.	5
Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.	5
How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities.	5
The moderating effects of psychosocial factors on achievement gains: A longitudinal study.	5
A meta-analysis of writing treatments for students in grades 6–12.	5
Extending the reciprocal effects model of math self-concept and achievement: Long-term implications for end-of-high-school, age-26 outcomes, and long-term expectations.	4
Resilience, not grit, predicts college student retention following academic probation.	4
Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis.	4
Leveraging measurement instruction to develop kindergartners’ numerical magnitude knowledge.	4
Promoting integration and learning from multiple complementary texts.	4
Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment.	4
Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade.	4
Social perspective taking: A professional development induction to improve teacher–student relationships and student learning.	4
Numeracy, cognitive, and motivational predictors of elementary mathematics achievement.	4
Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study.	4
Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?	4
Who are the nonresponders to intervention among Chinese children learning English as a second language?	4
Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners.	4
The relative effectiveness of different active learning implementations in teaching elementary school students how to design simple experiments.	4
Perceived relevance of digital badges predicts longitudinal change in program engagement.	4
Promoting understanding of measurement and statistical investigation among second-grade students with mathematics difficulties.	4
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials.	4