OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychologist is 33. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research	247
Parental involvement in supporting students’ digital learning	141
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	140
Centering students with learning disabilities in intervention research: Implications for educational theory	133
School segregation and social processes that shape early and middle childhood development	95
Using a model of domain learning to understand the development of creativity	78
A systematic review of orthographic learning via self-teaching	78
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	71
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	71
Culture as practice: Three pillars for Educational Psychologist (incoming editors’ statement)	68
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	58
Reading is complex: Implications for research and practice	58
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes	50
Teachers’ social-emotional characteristics and student outcomes: A commentary	49
Critical culturalized comprehension: Exploring culture as learners thinking about texts	45
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
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	38
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing	33
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	33
Leveraging cognitive load theory to support students with mathematics difficulty	33