Journal of Educational Psychology

Papers
(The TQCC of Journal of Educational Psychology is 8. 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 2021-02-01 to 2025-02-01.)
ArticleCitations
Big-fish–little-pond effects on ninth-grade students’ mathematics and language self-concepts: The moderating role of cognitive ability.162
Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning.122
Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses.62
The home numeracy environment of Latine families: A mixed methods measurement development study.61
Supplemental Material for What Are the Long-Term Prospects for Children With Comprehension Weaknesses? A Registered Report Investigating Education and Employment Outcomes61
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.60
Supplemental Material for The Need for Relatedness in College Engineering: A Self-Determination Lens on Academic Help Seeking58
Supplemental Material for Morphology in Reading Comprehension Among School-Aged Readers of English: A Synthesis and Meta-Analytic Structural Equation Modeling Study49
Supplemental Material for Earlier Understanding of Mathematical Equivalence in Elementary School Predicts Greater Algebra Readiness in Middle School47
Supplemental Material for Promoting an Agentic Orientation: An Intervention in University Psychology and Physical Science Courses47
Supplemental Material for Relations of Epistemic Beliefs With Motivation, Achievement, and Aspirations in Science: Generalizability Across 72 Societies46
Supplemental Material for How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children With Reading Disabiliti44
Supplemental Material for What Are They Thinking? Exploring College Students’ Mental Processing and Decision Making About COVID-19 (Mis)Information on Social Media43
Supplemental Material for Growth Goal Setting in High School: A Large-Scale Study of Perceived Instructional Support, Personal Background Attributes, and Engagement Outcomes41
Supplemental Material for Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation39
Acknowledgment36
Supplemental Material for Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes36
Supplemental Material for Promoting Children’s Math Motivation by Changing Parents’ Gender Stereotypes and Expectations for Math35
Supplemental Material for Learning to Read in Environments With High Risk of Illiteracy: The Role of Bilingualism and Bilingual Education in Supporting Reading32
Supplemental Material for Academic Help-Seeking and Achievement of Postsecondary Students: A Meta-Analytic Investigation32
Supplemental Material for Academic Profile Development: An Investigation of Differentiation Processes Based on Students’ Level of Achievement and Grade Level31
Supplemental Material for No Evidence That Playing a Linear Number Board Game Improves Numerical Skills Beyond Teaching as Usual: A Randomized Controlled Trial in 4- to 5-Year-Old Primary School Child31
Supplemental Material for Do Jigsaw Classrooms Improve Learning Outcomes? Five Experiments and an Internal Meta-Analysis30
Supplemental Material for Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder29
Supplemental Material for Language and Literacy Trajectories for Dual Language Learners (DLLs) With Different Home Languages: Linguistic Distance and Implications for Practice29
Supplemental Material for Individually Endorsed and Socially Shared Normative Beliefs on Acculturation: Resources and Risk Factors for Academic and Psychosocial Adjustment in Mid-Adolescence29
Supplemental Material for Stability of Learning Disabilities, Cognitive Growth, and L1 in English Learners: A Latent Class and Transition Analysis28
Supplemental Material for Improving Learning-by-Teaching Without Audience Interaction as a Generative Learning Activity by Minimizing the Social Presence of the Audience27
Supplemental Material for Longitudinal Reciprocal Effects of Agentic Engagement and Autonomy Support: Between- and Within-Person Perspectives26
Supplemental Material for Income Inequality Predicts Competitiveness and Cooperativeness at School25
Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School25
To ask better questions, teach: Learning-by-teaching enhances research question generation more than retrieval practice and concept-mapping.25
Warning students of the consequences of examination failure: An effective strategy for promoting student engagement?25
Beyond text complexity: Production-related sources of text-based variability in oral reading fluency.25
Who are the nonresponders to intervention among Chinese children learning English as a second language?25
Morphology in reading comprehension among school-aged readers of English: A synthesis and meta-analytic structural equation modeling study.24
Supplemental Material for Does Instructional Quality Mediate the Link Between Teachers’ Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports23
Early prediction of math difficulties with the use of a neural networks model.22
How university instructors’ achievement goals are related to subjective well-being: A cross-lagged panel analysis.22
Relations among phonological processing skills and mathematics in children: A meta-analysis.22
Supplemental Material for Sustained Use of Data-Based Writing Instruction Before and During the COVID-19 Pandemic22
The effect of achievement composition on STEM competencies: Analyzing longitudinal data of German students’ scientific and computer literacy in secondary school.22
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?22
Sustained use of data-based writing instruction before and during the COVID-19 pandemic.22
Longitudinal effects of data-based instructional changes for students with intensive learning needs: A piecewise linear–linear mixed-effects modeling approach.21
Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study.21
Supplemental Material for Socioeconomic Gaps in Specific Mathematical Skills at Different Ages in Primary School21
Effects of peers’ emotions on students’ emotions, achievement goals, mental effort, and performance.21
Examining high-school students' motivation change through a person-centered approach.21
Supplemental Material for Inference Skills for Reading: A Meta-Analysis of Instructional Practices20
Supplemental Material for Static Versus Dynamic Representational and Decorative Pictures in Mathematical Word Problems: Less Might Be More20
Cross-disciplinary impact of spatial visualization ability on study success in higher education.19
Sex differences in developmental pathways to mathematical competence.19
Coolness and admiration diverge in early adolescence among African American students in low-income urban schools.19
Artificial intelligence enhances children’s science learning from television shows.19
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials.19
Effects of parents’ early home language use on English reading growth of emergent bilinguals.18
Varied practice testing is associated with better learning outcomes in self-regulated online learning.18
Spontaneous use of retrieval and rereading: Relation to achievement goals and exam performance.18
Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment.18
Absolute standing feedback is more influential than relative standing feedback.17
Supplemental Material for 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 W17
The social class test gap: A worldwide investigation of the role of academic anxiety and income inequality in standardized test score disparities.17
Can small changes matter? Reducing cognitive load in educational media supports low-income preschoolers’ vocabulary learning.17
Math anxiety, self-centeredness, and dispositional mindfulness.17
Supplemental Material for Student Engagement and Its Association With Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis17
What are the long-term prospects for children with comprehension weaknesses? A registered report investigating education and employment outcomes.16
The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills.16
Mechanisms in the relation between morphological awareness and the development of reading comprehension.16
Supplemental Material for Active Control of Learning Enhances Memory Across the Lifespan16
Why things can go wrong when parents try to help children with their homework: The role of parental emotion regulation and mentalization.16
Mathematical problem solving in emergent bilingual children: Is growth related to the navigation between two working memory systems?15
The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction.15
A 5-year longitudinal study of bilinguals’ vocabulary growth and the role of the prekindergarten home language and literacy environments.15
The mediating role of attention in the association between math anxiety and math performance: An eye-tracking study.15
The case for embodied instruction: The instructor as a source of attentional and social cues in video lectures.15
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries.15
Supplemental Material for How the Predictors of Math Achievement Change Over Time: A Longitudinal Machine Learning Approach14
Supplemental Material for Adolescent Well-Being and School Engagement as a Function of Teacher and Peer Relatedness: The More (Relatedness) Is Not Always the Merrier14
Using choice and utility value to promote interest: Stimulating situational interest in a lesson and fostering the development of interest in statistics.14
How the predictors of math achievement change over time: A longitudinal machine learning approach.14
Adolescent well-being and school engagement as a function of teacher and peer relatedness: The more (relatedness) is not always the merrier.14
Supplemental Material for A 5-Year Longitudinal Study of Bilinguals’ Vocabulary Growth and the Role of the Prekindergarten Home Language and Literacy Environments14
Reciprocal relations between interest and mind wandering.14
Impact of an adaptive dialog that uses natural language processing to detect students’ ideas and guide knowledge integration.13
Argumentation skills mediate the effect of peer argumentation on content knowledge in middle-school students.13
Leveraging student planning in game-based learning environments for self-regulated learning analytics.13
A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade.12
Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.12
Effects of spatial training on mathematics in first and sixth grade children.12
A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates.12
Grit: The long and short of it.12
Promoting effective teaching and learning through a professional development program: A randomized controlled trial.12
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.12
Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing.12
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.11
Are parental influences on emergent literacy and word reading skills the same across socioeconomic contexts? A multisite study in China.11
Supplemental Material for Fraction Ball: Playful and Physically Active Fraction and Decimal Learning11
Supplemental Material for Pushing the Boundaries of Education Research: A Multidimensional Approach to Characterizing Preschool Neighborhoods and Their Relations With Child Outcomes11
The dynamic associations between social dominance goals and bullying from middle to late childhood: The moderating role of classroom bystander behaviors.11
Supplemental Material for When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement11
Supplemental Material for Initial and Evolving Perceptions of Value and Cost of Engaging in Undergraduate Science Course Work and Effects on Achievement and Persistence11
Supplemental Material for Relations Among Phonological Processing Skills and Mathematics in Children: A Meta-Analysis11
Can teaching writing enhance students’ writing self-efficacy: A meta-analysis.11
Supplemental Material for Longitudinal Effects of Data-Based Instructional Changes for Students With Intensive Learning Needs: A Piecewise Linear–Linear Mixed-Effects Modeling Approach11
Supplemental Material for Fraction Arithmetic Development: An Examination of Students’ Patterns of Growth and Errors Across the Intermediate Grades11
Supplemental Material for Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study10
Supplemental Material for Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches10
Supplemental Material for Top-Performing Math Students in 82 Countries: An Integrative Data Analysis of Gender Differences in Achievement, Achievement Profiles, and Achievement Motivation10
Supplemental Material for “Mindfulset”—Harnessing or Unleashing Learning Potential Through Mindfulness Mindset10
Supplemental Material for School Belonging Predicts Whether an Emerging Adult Will Be Not in Education, Employment, or Training (NEET) After School10
Supplemental Material for University Students’ Self-Efficacy for Motivational Regulation, Use of Motivational Regulation Strategies, and Satisfaction With Academic Studies: Exploring Between-Person an10
Supplemental Material for The Mediating Role of Attention in the Association Between Math Anxiety and Math Performance: An Eye-Tracking Study10
Supplemental Material for A Self-Regulated Learning Analytics Prediction-and-Intervention Design: Detecting and Supporting Struggling Biology Students10
Supplemental Material for Greater Income Inequality, Lower School Belonging: Multilevel and Cross-Temporal Analyses of 65 Countries10
Supplemental Material for The Unique Importance of Motivation and Mindsets for Students’ Learning Behavior and Achievement: An Examination at the Level of Between-Student Differences and Within-Studen9
Supplemental Material for Why Things Can Go Wrong When Parents Try to Help Children With Their Homework: The Role of Parental Emotion Regulation and Mentalization9
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.9
Family and community resource and stress processes related to income disparities in school-aged children’s development.9
Supplemental Material for Writing Motives and Writing Achievement of Elementary School Students From Diverse Language Backgrounds9
Supplemental Material for Stay Motivated and Carry on: A Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates9
A multimedia effect for multiple-choice and constructed-response test items.9
Supporting climate change understanding with novel data, estimation instruction, and epistemic prompts.9
Supplemental Material for The Relation Between Prior Knowledge and Learning in Regular and Gifted Classes: A Multigroup Latent Growth Curve Analysis9
Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory.9
Supplemental Material for To Ask Better Questions, Teach: Learning-by-Teaching Enhances Research Question Generation More Than Retrieval Practice and Concept-Mapping9
The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners.9
Gender differences in collaborative problem-solving skills in a cross-country perspective.8
Supplemental Material for Impact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content Knowledge8
Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level.8
Teacher discrimination and student engagement in the context of classroom quality: The mediating effect of relational trust.8
Not all sentences are created equal: Evaluating the relation between children’s understanding of basic and difficult sentences and their reading comprehension.8
The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning.8
Receptive dual-language profiles in Spanish–English bilingual preschoolers.8
Supplemental Material for Investigating the Remembered Success Effect With Elementary and Middle School Students8
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.8
What are they thinking? Exploring college students’ mental processing and decision making about COVID-19 (mis)information on social media.8
Supplemental Material for All Real Numbers Are Important: The Significance of Negative Number Understanding for Mathematics Achievement8
Communicative influence: A novel measure of team dynamics that integrates team cognition theory with collaborative problem solving assessment.8
Worked examples moderate the effect of math learning anxiety on children’s math learning and engagement during the COVID-19 pandemic.8
Patterns of preschool teachers’ use of discourse strategies with individual Spanish-speaking dual language learners.8
Cognitive dimensions of learning in children with problems in attention, learning, and memory.8
Pathways to learning mathematics for students in French-immersion and English-instruction programs.8
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality 8
Using theory-informed learning analytics to understand how homework behavior predicts achievement.8
The effects of knowledge activation training on rural middle-school students’ expository text comprehension: A mixed-methods study.8
Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.8
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