Journal of Educational Psychology

Papers
(The TQCC of Journal of Educational Psychology is 9. 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 2021-11-01 to 2025-11-01.)
ArticleCitations
Supplemental Material for Student Engagement and Its Association With Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis256
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 Diver110
Supplemental Material for A 5-Year Longitudinal Study of Bilinguals’ Vocabulary Growth and the Role of the Prekindergarten Home Language and Literacy Environments104
Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School101
Supporting parents to support children: A U.K. randomized controlled trial testing a text message intervention to cultivate the home learning environment.94
Warning students of the consequences of examination failure: An effective strategy for promoting student engagement?82
Early prediction of math difficulties with the use of a neural networks model.80
The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills.79
The decline in learning enjoyment and learning effort over primary and secondary schools: Do gender, migration background, and socioeconomic status matter?71
Varied practice testing is associated with better learning outcomes in self-regulated online learning.69
Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning.68
Why things can go wrong when parents try to help children with their homework: The role of parental emotion regulation and mentalization.67
Math anxiety, self-centeredness, and dispositional mindfulness.64
Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment.63
Examining ethnic/racial measurement invariance in fourth-grade executive function: A registered report of data from the Early Childhood Longitudinal Study—Kindergarten.58
Mechanisms in the relation between morphological awareness and the development of reading comprehension.56
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.53
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.48
Supplemental Material for Impact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content Knowledge47
Supplemental Material for Stay Motivated and Carry on: A Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates45
Supplemental Material for Fraction Ball: Playful and Physically Active Fraction and Decimal Learning44
Supplemental Material for Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches42
Supplemental Material for Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study42
Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth.40
Heterogeneity in middle-school students’ encoding of algebraic equations.40
Supplemental Material for Supporting Parents to Support Children: A U.K. Randomized Controlled Trial Testing a Text Message Intervention to Cultivate the Home Learning Environment38
The association between relational reasoning in nonverbal and verbal representations and mathematics achievement.37
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 ad34
The interconnected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis.34
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality 32
Supplemental Material for Greater Income Inequality, Lower School Belonging: Multilevel and Cross-Temporal Analyses of 65 Countries32
Supplemental Material for Toward an Evidence-Based Framework for Training Students’ Collaborative Problem-Solving Skills: Introducing and Testing the PEER Model32
School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction.31
Supporting climate change understanding with novel data, estimation instruction, and epistemic prompts.31
The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds.31
Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study.30
Supplemental Material for Math Anxiety, Self-Centeredness, and Dispositional Mindfulness29
Supplemental Material for Varied Practice Testing Is Associated With Better Learning Outcomes in Self-Regulated Online Learning29
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.29
Supplemental Material for Test Boredom: Exploring a Neglected Emotion29
Development of the retrieval of word meanings and its impact on reading comprehension throughout elementary school: A longitudinal study.28
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 Motivational Trajectories and Experiences of Minoritized Students in Science, Technology, Engineering, and Mathematics: A Critical Quantitative Examination of Existing Data28
Students’ beliefs about agentic engagement: A phenomenological study in urban high school physical science and engineering classes.27
Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control.25
Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.25
Supplemental Material for The Interconnected Development of Depressive Symptoms and School Functioning From Mid-Adolescence to Early Adulthood: A Piecewise Growth Mixture Analysis24
Mathematical knowledge and skills as longitudinal predictors of fraction learning among sixth-grade students.24
Supplemental Material for How Students Perform Synthesis Tasks: An Empirical Study Into Dynamic Process Configurations24
Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement.24
Supplemental Material for Academic Vocabulary Volume in Elementary Grades Disciplinary Textbooks23
Perceived similarities among academic subjects moderate cross-domain patterns in values, expectancies, and costs.23
Place value learning in kindergarten.23
Challenge and threat appraisal of tests in high school: Integrating educational psychology and biopsychology improves understanding of how students take tests.23
Supplemental Material for The Dynamic Associations Between Social Dominance Goals and Bullying From Middle to Late Childhood: The Moderating Role of Classroom Bystander Behaviors23
Supplemental Material for Event-Related Potentials of Belief-Bias Reasoning Predict Critical Thinking23
Temporal comparison effects on students’ academic self-concepts: An investigation of different comparison periods in the 2I/E model with weighted achievement levels.23
The relation between prior knowledge and learning in regular and gifted classes: A multigroup latent growth curve analysis.22
Supplemental Material for Parents’ Academic Expectations and Aspirations Predict Students’ Achievement Emotions22
Gender cognitions before and after graduating from single-sex versus coeducational high schools: A longitudinal study using propensity score matching.22
Switching within STEM: Examining the motivational concerns that college students report considering when changing career plans within STEM fields.21
Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.21
Supporting vocabulary development within a multitiered system of support: Evaluating the efficacy of supplementary kindergarten vocabulary intervention.21
Social perspective taking: A professional development induction to improve teacher–student relationships and student learning.21
Supplemental Material for Data-Based Decision-Making in Schools: Examining the Process and Effects of Teacher Support20
Learning to read in environments with high risk of illiteracy: The role of bilingualism and bilingual education in supporting reading.20
Supplemental Material for Gender Cognitions Before and After Graduating From Single-Sex Versus Coeducational High Schools: A Longitudinal Study Using Propensity Score Matching20
Supplemental Material for Validation Processes and Reading Purpose: Is Validation Against Knowledge and Prior Text Influenced by Reading Goal?20
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.20
Supplemental Material for Early Prediction of Math Difficulties With the Use of a Neural Networks Model20
Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms.20
Correction to “Boosting students’ academic self-concepts: A self-concept intervention about comparison processes” by Hörsch et al. (2025).19
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.19
Stability of learning disabilities, cognitive growth, and L1 in English learners: A latent class and transition analysis.18
Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping.18
Supplemental Material for Students’ Emotion Regulation and School-Related Well-Being: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives18
Uncovering the timing and target: The unique longitudinal contribution of theory of mind to reading comprehension across elementary school.18
Preparation for future conceptual learning: Content-specific long-term effects of early physics instruction.18
Supplemental Material for Promoting Understanding of Measurement and Statistical Investigation Among Second-Grade Students With Mathematics Difficulties17
Supplemental Material for A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students’ Reading Comprehension17
Supplemental Material for Gender Differences in Collaborative Problem-Solving Skills in a Cross-Country Perspective17
Supplemental Material for A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions17
Education as a natural experiment: The effect of schooling on early mathematical and reading abilities and their precursors.16
Design matters: Students’ adherence to high-structure course design activities predicts their academic success.16
Supplemental Material for Examining Mathematics Intervention Effects on Domain General Skills: Are Mathematics Gains Associated With Improved Domain General Skills?16
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-Up16
Bringing Assessment-to-Instruction (A2i) technology to scale: Exploring the process from development to implementation.16
Individual differences in students’ approach and avoidance sensitivity as predictors of academic progression during elementary school.15
The longitudinal relationship between repeating patterning and second language English reading in Chinese preschool children: A random-intercept cross-lagged panel model.15
Cognition and writing development in early adolescent English learners.15
Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary.15
Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.15
Supplemental Material for Teacher Coaching in Upper Secondary School: Examining the Effects on Teacher–Student Interaction and Student Engagement14
Identifying reciprocities in school motivation research: A review of issues and solutions associated with cross-lagged effects models.14
Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping.14
What it takes to tutor—A preregistered direct replication of the scaffolding experimental study by D. Wood et al. (1978).13
Academic vocabulary volume in elementary grades disciplinary textbooks.13
Supplemental Material for What Are the Long-Term Prospects for Children With Comprehension Weaknesses? A Registered Report Investigating Education and Employment Outcomes13
Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial.13
Supplemental Material for Does Instructional Quality Mediate the Link Between Teachers’ Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports13
Stability and change in academic achievement goals: A meta-analysis of longitudinal studies.13
How the predictors of math achievement change over time: A longitudinal machine learning approach.12
Using choice and utility value to promote interest: Stimulating situational interest in a lesson and fostering the development of interest in statistics.12
Supplemental Material for Longitudinal Reciprocal Effects of Agentic Engagement and Autonomy Support: Between- and Within-Person Perspectives12
Using multimodal learning analytics to validate digital traces of self-regulated learning in a laboratory study and predict performance in undergraduate courses.12
Supplemental Material for Learning to Read in Environments With High Risk of Illiteracy: The Role of Bilingualism and Bilingual Education in Supporting Reading12
Mathematical problem solving in emergent bilingual children: Is growth related to the navigation between two working memory systems?12
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.12
The challenges of writing from sources in college developmental courses: Self-regulated strategy instruction.12
Sex differences in developmental pathways to mathematical competence.11
Supplemental Material for All Real Numbers Are Important: The Significance of Negative Number Understanding for Mathematics Achievement11
A growth-theory-of-interest intervention increases interest in math and science coursework among liberal arts undergraduates.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 Feeling Joy × Feeling Competent: Predicting Math-Related Occupational Aspirations From Math Grades, Gender, and Parents’ Occupational Background via Motivational Beliefs11
What are they thinking? Exploring college students’ mental processing and decision making about COVID-19 (mis)information on social media.11
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.11
Supplemental Material for “Mindfulset”—Harnessing or Unleashing Learning Potential Through Mindfulness Mindset10
Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?10
Exploring the effects of gesture-based collaboration on students’ benefit from a perceptual training.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
Communal socialization: (re)imagining the role of communal socialization on african american high schoolers’ engagement and performance in mathematics.10
Supplemental Material for Ethnic/Racial Discrimination, School Cultural Socialization, and Negative Affect: Daily Diaries Reveal African American, Asian American, and Latinx Adolescents’ Resilience10
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.10
The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners.10
Using theory-informed learning analytics to understand how homework behavior predicts achievement.10
Supplemental Material for Fraction Arithmetic Development: An Examination of Students’ Patterns of Growth and Errors Across the Intermediate Grades10
Parents’ academic expectations and aspirations predict students’ achievement emotions.10
Class composition, student achievement, and the role of the learning environment.10
A multimedia effect for multiple-choice and constructed-response test items.10
Academic profile development: An investigation of differentiation processes based on students’ level of achievement and grade level.10
Supplemental Material for Effectiveness of Resilience Interventions for Higher Education Students: A Meta-Analysis and Metaregression9
Subtypes of mathematics disability: A new classification method based on cognitive diagnostic models and their cognitive–linguistic correlates.9
“Mindfulset”—Harnessing or unleashing learning potential through mindfulness mindset.9
Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.9
Inference skills for reading: A meta-analysis of instructional practices.9
Interventions to promote retrieval practice: Strategy knowledge predicts intent, but perceived cost predicts usage.9
Supplemental Material for Longitudinal Reciprocal Relations Among Reading, Executive Function, and Social-Emotional Skills: Maybe Not for All9
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 F9
Socioeconomic gaps in specific mathematical skills at different ages in primary school.9
Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.9
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