Educational Psychologist

Papers
(The TQCC of Educational Psychologist is 24. 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 2020-02-01 to 2024-02-01.)
ArticleCitations
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice130
Teacher emotions in the classroom and their implications for students98
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems77
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments69
The Multidimensional Knowledge in Text Comprehension framework59
Pillars of online pedagogy: A framework for teaching in online learning environments50
Domain-specific prior knowledge and learning: A meta-analysis50
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science48
Replication is important for educational psychology: Recent developments and key issues48
Foundations of online learning: Challenges and opportunities45
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research42
Online learner engagement: Conceptual definitions, research themes, and supportive practices40
Building bridges to advance the Community of Inquiry framework for online learning38
Individual truth judgments or purposeful, collective sensemaking? Rethinking science education’s response to the post-truth era35
Disagreeing about how to know: The instructional value of explorations into knowing33
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes31
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement29
Bridging gaps and moving forward: Building a new model for socioemotional formation and regulation27
From old school to open science: The implications of new research norms for educational psychology and beyond27
Equity in online learning26
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes25
Using critical race mixed methodology to explore the experiences of African Americans in education24
Teacher motivation and student outcomes: Searching for the signal24
A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions24
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