Educational Psychologist

Papers
(The TQCC of Educational Psychologist is 27. 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 2020-06-01 to 2024-06-01.)
ArticleCitations
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice172
Teacher emotions in the classroom and their implications for students121
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems86
The Multidimensional Knowledge in Text Comprehension framework70
Foundations of online learning: Challenges and opportunities67
Pillars of online pedagogy: A framework for teaching in online learning environments66
Online learner engagement: Conceptual definitions, research themes, and supportive practices61
Replication is important for educational psychology: Recent developments and key issues61
Domain-specific prior knowledge and learning: A meta-analysis59
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research54
Building bridges to advance the Community of Inquiry framework for online learning49
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science49
Individual truth judgments or purposeful, collective sensemaking? Rethinking science education’s response to the post-truth era44
Equity in online learning39
Disagreeing about how to know: The instructional value of explorations into knowing37
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement35
Teacher motivation and student outcomes: Searching for the signal34
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes34
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes32
From old school to open science: The implications of new research norms for educational psychology and beyond29
A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions28
Using critical race mixed methodology to explore the experiences of African Americans in education27
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