Journal of Educational Psychology

Papers
(The TQCC of Journal of Educational Psychology is 7. 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.)
ArticleCitations
Supplemental Material for Student Engagement and Its Association With Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis423
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 Diver223
Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School89
Supplemental Material for A 5-Year Longitudinal Study of Bilinguals’ Vocabulary Growth and the Role of the Prekindergarten Home Language and Literacy Environments89
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 Lectures82
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
The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills.67
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
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
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 Impact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content Knowledge37
Supplemental Material for Stay Motivated and Carry on: A Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates36
Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth.35
Supplemental Material for Supporting Parents to Support Children: A U.K. Randomized Controlled Trial Testing a Text Message Intervention to Cultivate the Home Learning Environment35
Supplemental Material for Toward an Evidence-Based Framework for Training Students’ Collaborative Problem-Solving Skills: Introducing and Testing the PEER Model34
The interconnected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis.33
Unraveling the reciprocal relationship between statistical learning and reading development.32
Supplemental Material for Are Elementary School Children Bullied More When They Attend Disruptive Classrooms? A Child-Fixed-Effects Analysis32
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 ad31
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
The association between relational reasoning in nonverbal and verbal representations and mathematics achievement.31
Heterogeneity in middle-school students’ encoding of algebraic equations.30
Supplemental Material for Test Boredom: Exploring a Neglected Emotion29
Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee childre28
Supplemental Material for Almighty ChatGPT? Development of Gifted Secondary School Students’ AI (Mis)Conceptions27
Examining interrelations among weekly coursework and motivational beliefs in college physics.26
Development of the retrieval of word meanings and its impact on reading comprehension throughout elementary school: A longitudinal study.26
Supplemental Material for Motivational Trajectories and Experiences of Minoritized Students in Science, Technology, Engineering, and Mathematics: A Critical Quantitative Examination of Existing Data25
Supplemental Material for Dynamics of Change in Math Self-Efficacy, Sources of Self-Efficacy, and Math Skills24
Mathematical knowledge and skills as longitudinal predictors of fraction learning among sixth-grade students.23
Reading anxiety and reading achievement: Disentangling the role of reading engagement in the late elementary grades.22
Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis.22
Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement.21
Linguistically-driven text formatting improves reading comprehension: Evidence from 4th and 5th graders.21
Supplemental Material for Event-Related Potentials of Belief-Bias Reasoning Predict Critical Thinking20
Supplemental Material for Parents’ Academic Expectations and Aspirations Predict Students’ Achievement Emotions19
Supplemental Material for The Dynamic Associations Between Social Dominance Goals and Bullying From Middle to Late Childhood: The Moderating Role of Classroom Bystander Behaviors19
Supplemental Material for Fostering Diagnostic Competences in Simulation-Based Learning Environments: An Individual Participant Data Meta-Analysis on the Interplay Between Expectancy Beliefs and Task 19
Perceived similarities among academic subjects moderate cross-domain patterns in values, expectancies, and costs.19
Place value learning in kindergarten.18
Challenge and threat appraisal of tests in high school: Integrating educational psychology and biopsychology improves understanding of how students take tests.18
Temporal comparison effects on students’ academic self-concepts: An investigation of different comparison periods in the 2I/E model with weighted achievement levels.18
Social perspective taking: A professional development induction to improve teacher–student relationships and student learning.17
Gender cognitions before and after graduating from single-sex versus coeducational high schools: A longitudinal study using propensity score matching.17
Supporting vocabulary development within a multitiered system of support: Evaluating the efficacy of supplementary kindergarten vocabulary intervention.17
The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.17
Supplemental Material for Early Prediction of Math Difficulties With the Use of a Neural Networks Model17
Switching within STEM: Examining the motivational concerns that college students report considering when changing career plans within STEM fields.17
Correction to “Boosting students’ academic self-concepts: A self-concept intervention about comparison processes” by Hörsch et al. (2025).16
Supplemental Material for Interpolated Prequestioning Increases On-Task Thoughts, Dampens Off-Task Thoughts, and Facilitates Learning During Video Lectures16
Supplemental Material for Gender Cognitions Before and After Graduating From Single-Sex Versus Coeducational High Schools: A Longitudinal Study Using Propensity Score Matching16
The dynamic interplay between goal setting, performance, and emotions in self-regulated learning: A computational modeling approach.16
Dynamics of change in math self-efficacy, sources of self-efficacy, and math skills.15
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.15
Supplemental Material for Testing the Dynamics Between Parent–Child Relationship and Parent-Belief Intervention on Children’s Math Motivation: A Replication Study With 3-Month Follow-Up15
Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.15
Almighty ChatGPT? Development of gifted secondary school students’ AI (mis)conceptions.15
Supplemental Material for Students’ Emotion Regulation and School-Related Well-Being: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives15
Uncovering the timing and target: The unique longitudinal contribution of theory of mind to reading comprehension across elementary school.15
Preparation for future conceptual learning: Content-specific long-term effects of early physics instruction.15
Supplemental Material for A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions15
Supplemental Material for Teacher Coaching in Upper Secondary School: Examining the Effects on Teacher–Student Interaction and Student Engagement14
Academic vocabulary volume in elementary grades disciplinary textbooks.14
Supplemental Material for Gender Differences in Collaborative Problem-Solving Skills in a Cross-Country Perspective14
Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping.14
Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.14
Supplemental Material for The Development of Need for Cognition in Elementary to Secondary Education: A 6-Year Longitudinal Study of a Representative Sample14
Individual differences in students’ approach and avoidance sensitivity as predictors of academic progression during elementary school.14
Design matters: Students’ adherence to high-structure course design activities predicts their academic success.14
Cognitive and foundational predictors of prealgebra competence among students with versus without mathematics learning difficulties.14
Bringing Assessment-to-Instruction (A2i) technology to scale: Exploring the process from development to implementation.14
Supplemental Material for Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated With Improved Domain General Skills?14
The role of prior knowledge in effects of embodied pedagogies on learning.13
Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary.13
What it takes to tutor—A preregistered direct replication of the scaffolding experimental study by D. Wood et al. (1978).13
The longitudinal relationship between repeating patterning and second language English reading in Chinese preschool children: A random-intercept cross-lagged panel model.13
Education as a natural experiment: The effect of schooling on early mathematical and reading abilities and their precursors.13
Mapping creativity in the PISA 2022 student and context questionnaires: An expert evaluation of content validity of the creativity self- and other-report scales.12
Sex differences in developmental pathways to mathematical competence.12
Supplemental Material for What Are the Long-Term Prospects for Children With Comprehension Weaknesses? A Registered Report Investigating Education and Employment Outcomes12
Using choice and utility value to promote interest: Stimulating situational interest in a lesson and fostering the development of interest in statistics.12
Mathematical problem solving in emergent bilingual children: Is growth related to the navigation between two working memory systems?12
Stability and change in academic achievement goals: A meta-analysis of longitudinal studies.12
Supplemental Material for When Expectancy Meets Emotional and Effort Costs: A Longitudinal Situated Expectancy-Value Theory Study Regarding Conditional Indirect Effects on Mathematics Achievement via 12
Supplemental Material for Longitudinal Reciprocal Effects of Agentic Engagement and Autonomy Support: Between- and Within-Person Perspectives12
Supplemental Material for Fraction Arithmetic Development: An Examination of Students’ Patterns of Growth and Errors Across the Intermediate Grades11
The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction.11
A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates.11
Supplemental Material for “Mindfulset”—Harnessing or Unleashing Learning Potential Through Mindfulness Mindset11
Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses.11
Supplemental Material for The Relation Between Prior Knowledge and Learning in Regular and Gifted Classes: A Multigroup Latent Growth Curve Analysis11
Supplemental Material for All Real Numbers Are Important: The Significance of Negative Number Understanding for Mathematics Achievement11
How the predictors of math achievement change over time: A longitudinal machine learning approach.11
Supplemental Material for Feeling Joy × Feeling Competent: Predicting Math-Related Occupational Aspirations From Math Grades, Gender, and Parents’ Occupational Background via Motivational Beliefs11
Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level.10
The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties.10
Exploring the effects of gesture-based collaboration on students’ benefit from a perceptual training.10
Using theory-informed learning analytics to understand how homework behavior predicts achievement.10
Supplemental Material for An Exploration of Black Girls’ Science Motivation and Teacher- and School-Related Beliefs: A QuantCrit Approach Utilizing Situated Expectancy-Value Theory and Critical Race F10
Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.10
Parents’ academic expectations and aspirations predict students’ achievement emotions.10
Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?10
Supplemental Material for Developmental Trajectories of Motivational Beliefs in Two Academic Domains Throughout Early Secondary School10
Supplemental Material for Ethnic/Racial Discrimination, School Cultural Socialization, and Negative Affect: Daily Diaries Reveal African American, Asian American, and Latinx Adolescents’ Resilience10
Communal socialization: (re)imagining the role of communal socialization on african american high schoolers’ engagement and performance in mathematics.10
What are they thinking? Exploring college students’ mental processing and decision making about COVID-19 (mis)information on social media.10
The interplay of language comprehension, executive functions, and reading comprehension: Are there differences between mono- and bilingual children?10
Fostering diagnostic competences in simulation-based learning environments: An individual participant data meta-analysis on the interplay between expectancy beliefs and task values.9
Supplemental Material for Validating the Not-So-Simple View of Writing Model in Spanish: A Longitudinal Panel Design Study9
Inference skills for reading: A meta-analysis of instructional practices.9
Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial.9
Improving reading comprehension through language comprehension and early word reading: A multisite randomized trial.9
Subtypes of mathematics disability: A new classification method based on cognitive diagnostic models and their cognitive–linguistic correlates.9
Socioeconomic gaps in specific mathematical skills at different ages in primary school.9
Supplemental Material for Longitudinal Reciprocal Relations Among Reading, Executive Function, and Social-Emotional Skills: Maybe Not for All9
“Mindfulset”—Harnessing or unleashing learning potential through mindfulness mindset.9
Supplemental Material for Hierarchical Nature of Arithmetic Skills: Similarities and Differences Between Arithmetic Operations9
Developmental trajectories of motivational beliefs in two academic domains throughout early secondary school.9
Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering.8
Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports.8
Supplemental Material for Mathematical Problem Solving in Emergent Bilingual Children: Is Growth Related to the Navigation Between Two Working Memory Systems?8
Interventions to promote retrieval practice: Strategy knowledge predicts intent, but perceived cost predicts usage.8
One or many? Evaluating the effectiveness of single-item and multiple-item scales for measuring cognitive load.7
Learning from erroneous worked examples: The influence of prompting, scaffolding, and prior knowledge.7
Supplemental Material for How to Reduce Mathematics Anxiety: A Systematic Review and Meta-Analysis on Intervention Studies7
Effects of computer-based feedback on lower- and higher-order learning outcomes: A network meta-analysis.7
Supplemental Material for Effects of Tier 1 Content Literacy Intervention on Early-Grade English Learners’ Reading and Writing: Exploring the Mediating Roles of Domain-Specific Vocabulary and Oral Lan7
Supplemental Material for Optimizing Multiple-Choice Questions for Retrieval Practice: Delayed Display of Answer Alternatives Enhances Vocabulary Learning7
Supplemental Material for School-Level Academic and Cultural Demands and Resources: Their Role in Immigrant Students’ Motivation and Achievement7
Profiles of teachers’ racial inequity beliefs: Associations with racialized perceptions of Black and White children’s behaviors.7
Supplemental Material for Enrollment in Pre-K and Children's Social–Emotional and Executive Functioning Skills: To What Extent Are Associations Sustained Across Time?7
Supplemental Material for Understanding Mean-Level and Intraindividual Variability in State Academic Self-Concept: The Role of Students’ Trait Expectancies and Values7
Unique and shared contributions of spatial ability and working memory to children's math performance.7
A web-based intelligent tutoring system for reading comprehension delivered to fifth-grade students attending high-poverty schools: Results from a replication efficacy study.7
Interleaved practice in foreign language grammar learning: A field study.7
Factors associated with children’s understanding of mathematical equivalence: An investigation across six countries.7
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