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 2021-05-01 to 2025-05-01.)

Article	Citations
Parental involvement in supporting students’ digital learning	209
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	127
A systematic review of orthographic learning via self-teaching	119
School segregation and social processes that shape early and middle childhood development	108
Using a model of domain learning to understand the development of creativity	107
The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis	87
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	76
Culture as practice: Three pillars for Educational Psychologist (incoming editors’ statement)	66
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice	62
Reading is complex: Implications for research and practice	60
The elusive links between teachers’ teaching-related emotions, motivations, and self-regulation and students’ educational outcomes	53
Domain-specific prior knowledge and learning: A meta-analysis	53
Teachers’ social-emotional characteristics and student outcomes: A commentary	50
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	42
Critical culturalized comprehension: Exploring culture as learners thinking about texts	42
Communally engaged educational psychology: A philosophy of engagement	36
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	35
A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving	33
A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship	32
Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing	31
Leveraging cognitive load theory to support students with mathematics difficulty	27