OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychologist is 30. 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
Domain-specific prior knowledge and learning: A meta-analysis	71
Online learner engagement: Conceptual definitions, research themes, and supportive practices	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
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	40
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and 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