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 2021-05-01 to 2025-05-01.)

Article	Citations
Parental involvement in supporting students’ digital learning	209
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	127
A systematic review of orthographic learning via self-teaching	119
School segregation and social processes that shape early and middle childhood development	108
Using a model of domain learning to understand the development of creativity	107
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	87
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	76
Culture as practice: Three pillars for Educational Psychologist (incoming editors’ statement)	66
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	62
Reading is complex: Implications for research and practice	60
Domain-specific prior knowledge and learning: A meta-analysis	53
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes	53
Teachers’ social-emotional characteristics and student outcomes: A commentary	50
Critical culturalized comprehension: Exploring culture as learners thinking about texts	42
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	42
Communally engaged educational psychology: A philosophy of engagement	36
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	35
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	33
A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship	32
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing	31
Leveraging cognitive load theory to support students with mathematics difficulty	27
The antiracist educator’s journey and the psychology of critical consciousness development: A new roadmap	26
Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood	26
Pillars of online pedagogy: A framework for teaching in online learning environments	26
A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate	26

A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement	24
Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement	24
The promise and process of adaptive teacher empathy to support equity in diverse classrooms	18
Equity in online learning	17
Parental involvement in education: Toward a more inclusive understanding of parents’ role construction	16
Parental role construction leading to parental involvement in culturally distinct communities	13
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	12
The role of asset-based pedagogy in an interactive view of reading	12
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	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
Coeditors’ outgoing editorial statement	9
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes	9
Influencing educational change through policy-engaged research	9