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 2022-06-01 to 2026-06-01.)

Article	Citations
Parental involvement in supporting students’ digital learning	197
Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research	181
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	172
A systematic review of orthographic learning via self-teaching	116
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	111
Using a model of domain learning to understand the development of creativity	110
School segregation and social processes that shape early and middle childhood development	92
Centering students with learning disabilities in intervention research: Implications for educational theory	81
Culture as practice: Three pillars for Educational Psychologist (incoming editors’ statement)	62
Combating scientific racism in psychological science and educational psychology: Interrogating notions of rigor	52
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	52
Toward a cognitive developmental theory of embodied learning in STEM domains	46
Reading is complex: Implications for research and practice	46
A multidimensional framework for student searching in algorithmically curated information environments	45
Leveraging QuantCrit to expose and challenge systemic racism in educational psychology	40
Communally engaged educational psychology: A philosophy of engagement	37
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	35
Critical culturalized comprehension: Exploring culture as learners thinking about texts	34
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	33
A humanizing approach to race-focused research in educational psychology	33
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	32
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing	28
A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship	24