OOIR: Observatory of International Research

Papers

(The median citation count of Educational Psychologist 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.)

Article	Citations
Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research	154
Parental involvement in supporting students’ digital learning	151
School segregation and social processes that shape early and middle childhood development	146
Centering students with learning disabilities in intervention research: Implications for educational theory	109
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	90
A systematic review of orthographic learning via self-teaching	85
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	82
Using a model of domain learning to understand the development of creativity	76
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	57
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	56
Reading is complex: Implications for research and practice	52
Leveraging QuantCrit to expose and challenge systemic racism in educational psychology	42
Critical culturalized comprehension: Exploring culture as learners thinking about texts	42
Communally engaged educational psychology: A philosophy of engagement	40
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	40
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	38
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	30
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing	30
A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship	23
Leveraging cognitive load theory to support students with mathematics difficulty	22
Pillars of online pedagogy: A framework for teaching in online learning environments	22
The antiracist educator’s journey and the psychology of critical consciousness development: A new roadmap	20
A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate	17

Commentary: It takes a multidisciplinary village	17
Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood	16
A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement	14
Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement	14
Parental role construction leading to parental involvement in culturally distinct communities	13
The promise and process of adaptive teacher empathy to support equity in diverse classrooms	13
Equity in online learning	13
Parental involvement in education: Toward a more inclusive understanding of parents’ role construction	13
The role of asset-based pedagogy in an interactive view of reading	11
Design-based research: What it is and why it matters to studying online learning	11
Making insights from educational psychology and educational technology research more useful for practice	11
In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories	11
Methodological considerations for incorporating students with disabilities into educational psychology theory and practice	10
Influencing educational change through policy-engaged research	9
Coeditors’ outgoing editorial statement	9