OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychology is 6. 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
Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge	79
Perceived teacher support, student engagement, and academic achievement: a meta-analysis	66
Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory	31
Multiple mediators in the relationship between perceived teacher autonomy support and student engagement in math and literacy learning	29
A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement	25
Adolescent girls' and boys' academic burnout and its associations with cognitive emotion regulation strategies	25
School burnout among Chinese high school students: the role of teacher-student relationships and personal resources	24
Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being	24
Academic motivation in a pandemic context: a conceptual review of prominent theories and an integrative model	22
Psychological Capital, future-oriented coping, and the well-being of secondary school teachers in Germany	21
Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes	20
Job demands and resources, teachers’ subjective vitality, and turnover intentions: an examination during COVID-19	19
The elusive relationship between time on-task and learning: not simply an issue of measurement	19
Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendliness	18
Growth mindset intervention among French university students, and its articulation with proactive coping strategies	17
The role of perceived teacher and peer relationships in adolescent students’ academic motivation and educational outcomes	16
Socio-economic status, gender and achievement: the mediating role of expectancy and subjective task value	16
Collective moral disengagement and its associations with bullying perpetration and victimization in students	16
A distinction between working memory components as unique predictors of mathematical components in 7–8 year old children	15
Doctoral students and COVID-19: exploring challenges, academic progress, and well-being	15
Challenge and threat appraisals in high school science: investigating the roles of psychological and physiological factors	14
Relations between different career-development profiles, academic self-efficacy and academic motivation in adolescents	14
Linking student, home, and school factors to reading achievement: the mediating role of reading self-efficacy	13
Profiles of Chinese secondary students’ L2 writing motivation and engagement	13
Autonomy support from support staff in higher education and students' academic engagement and psychological well-being	12

Authoritarian parenting, perfectionism, and academic procrastination	11
The mental health and well-being of students and teachers during the COVID-19 pandemic: combining classical statistics and machine learning approaches	11
Intentions to quit, emotional support from teachers, and loneliness among peers: developmental trajectories and longitudinal associations in upper secondary school	10
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification	10
Learners’ characteristics, test anxiety, learning efforts, and performance: validating their structural relationships	10
The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective	10
Teacher–student relationships and academic achievement in Confucian educational countries/systems from PISA 2012 perspectives	9
How temptation changes across time: effects of self-efficacy for self-regulated learning and autonomy support	9
Self-compassion among university students as a personal resource in the job demand-resources model	9
Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students	9
Profiles of reading mindset and self-efficacy: how are they related to achievement goals, engagement, and reading achievement?	9
University instructors’ implicit theories of intelligence, achievement goals for teaching, and teaching quality	9
To disclose or not? Children’s tendency to disclose peer victimisation in elementary school	9
‘Good’ or ‘well calculated’? Effects of feedback on performance and self-concept of 5- to 7-year-old children in math	9
Understanding teachers’ job satisfaction and flow: the dual process of psychological needs	8
A person-centred approach to understanding self-regulation in homework using latent profile analysis	8
The effects of a PROSPER-based intervention on well-being among pre-service preschool teachers during the COVID-19 pandemic: a randomized control trial	8
Discrete achievement emotions as mediators between achievement goals and academic engagement of Singapore students	8
The association between cognitive activation and mathematics achievement: a multiple mediation model	8
Morphological knowledge in second language reading comprehension: examining mediation through vocabulary knowledge and lexical inference	8
Patterns of teachers’ instructional support quality and the association with job satisfaction and collegial collaboration	8
Promoting academic self-efficacy, positive relationships, and psychological resilience for Chinese university students’ life satisfaction	8
The ability of psychological flexibility to predict study success and its relations to cognitive attributional strategies and academic emotions	8
Epistemic beliefs in science, socio-economic status, and mathematics and science test results in lower secondary education: a multilevel perspective	7
Educating students about time perspective and its effect on subjective well-being	7
Feeling exhausted and isolated? The connections between university students’ remote teaching and learning experiences, motivation, and psychological well-being during the COVID-19 pandemic	7
Teachers’ prerequisites for online teaching and learning: individual differences and relations to well-being during the COVID-19 pandemic	7
The mediating role of achievement emotions in the relationship between instructional clarity, English proficiency, and reading strategies	7
Reading medium and interest: effects and interactions	7
How robust are learners’ misconceptions of fraction magnitude? An intervention study comparing the use of refutation and expository text	7
Whether and how can a growth mindset intervention help students in a non-western culture? Evidence from a field experiment in China	6
Parental involvement in digital home-based learning during COVID-19: an exploratory study with Korean parents	6
The development of school burnout in general upper secondary education: the role of support and schoolwork difficulties	6
Effects of two different physical education instructional models on creativity, attention and impulse control among primary school students	6
Connecting concrete objects and abstract symbols promotes children’s place value knowledge	6
Learning and study strategies and engagement among Egyptian undergraduates: do gender and discipline matter?	6
Relating teachers’ coping styles to student noise and perceived stress	6