OOIR: Observatory of International Research

Papers

(The H4-Index of Educational Psychologist is 23. 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 2020-03-01 to 2024-03-01.)

Article	Citations
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice	140
Teacher emotions in the classroom and their implications for students	104
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems	80
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments	69
The Multidimensional Knowledge in Text Comprehension framework	62
Domain-specific prior knowledge and learning: A meta-analysis	52
Pillars of online pedagogy: A framework for teaching in online learning environments	52
Foundations of online learning: Challenges and opportunities	51
Replication is important for educational psychology: Recent developments and key issues	50
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science	48
Online learner engagement: Conceptual definitions, research themes, and supportive practices	46
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research	44
Building bridges to advance the Community of Inquiry framework for online learning	40
Individual truth judgments or purposeful, collective sensemaking? Rethinking science education’s response to the post-truth era	38
Equity in online learning	33
Disagreeing about how to know: The instructional value of explorations into knowing	33
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement	31
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	31
Teacher motivation and student outcomes: Searching for the signal	29
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes	28
From old school to open science: The implications of new research norms for educational psychology and beyond	28
Using critical race mixed methodology to explore the experiences of African Americans in education	26
A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions	25
Strengthening the foundation of educational psychology by integrating construct validation into open science reform	23