OOIR: Observatory of International Research

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 2020-07-01 to 2024-07-01.)

Article	Citations
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice	182
Teacher emotions in the classroom and their implications for students	129
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems	89
The Multidimensional Knowledge in Text Comprehension framework	74
Pillars of online pedagogy: A framework for teaching in online learning environments	72
Foundations of online learning: Challenges and opportunities	71
Online learner engagement: Conceptual definitions, research themes, and supportive practices	66
Domain-specific prior knowledge and learning: A meta-analysis	64
Replication is important for educational psychology: Recent developments and key issues	62
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research	57
Building bridges to advance the Community of Inquiry framework for online learning	52
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science	50
Equity in online learning	39
Disagreeing about how to know: The instructional value of explorations into knowing	37
A conceptual framework and a professional development model for supporting teachers’ “triple SRL–SRT processes” and promoting students’ academic outcomes	37
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement	36
Teacher motivation and student outcomes: Searching for the signal	34
Design-based research: What it is and why it matters to studying online learning	33
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes	32
A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions	30
From old school to open science: The implications of new research norms for educational psychology and beyond	30
Using critical race mixed methodology to explore the experiences of African Americans in education	27