OOIR: Observatory of International Research

Papers

(The median citation count of Educational Psychologist is 12. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice	212
Teacher emotions in the classroom and their implications for students	151
Foundations of online learning: Challenges and opportunities	81
The Multidimensional Knowledge in Text Comprehension framework	79
Pillars of online pedagogy: A framework for teaching in online learning environments	79
Online learner engagement: Conceptual definitions, research themes, and supportive practices	71
Domain-specific prior knowledge and learning: A meta-analysis	71
Replication is important for educational psychology: Recent developments and key issues	64
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research	64
Building bridges to advance the Community of Inquiry framework for online learning	56
Equity in online learning	45
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement	42
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes	40
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	40
Design-based research: What it is and why it matters to studying online learning	36
Teacher motivation and student outcomes: Searching for the signal	36
A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions	34
From old school to open science: The implications of new research norms for educational psychology and beyond	33
Can educational psychology be harnessed to make changes for the greater good?	30
Strengthening the foundation of educational psychology by integrating construct validation into open science reform	29
Metacognition matters in many ways	29
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	28
Critical integrative argumentation: Toward complexity in students’ thinking	26
Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research	25
Research self-efficacy: A meta-analysis	25

The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes	23
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research	22
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	22
Implications of the open science era for educational psychology research syntheses	22
Improving norms in research culture to incentivize transparency and rigor	18
What is the role of race in educational psychology? A review of research in Educational Psychologist	17
Preregistration and registered reports	15
A walk through the landscape of writing: Insights from a program of writing research	14
Toward a cohesive psychological science of effective feedback	14
Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement	14
Racisms of commission and omission in educational psychology: A historical analysis and systematic review	13
Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates	13
An integrated model of learning from errors	13
Open science reforms: Strengths, challenges, and future directions	12