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 2020-04-01 to 2024-04-01.)

Article	Citations
Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge	64
School climate, academic self-efficacy and student achievement	48
Perceived teacher support, student engagement, and academic achievement: a meta-analysis	48
Achievement goals and creativity: the mediating role of creative self-efficacy	33
How do phonological processing abilities contribute to early Chinese reading and mathematics?	23
Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory	23
Multiple mediators in the relationship between perceived teacher autonomy support and student engagement in math and literacy learning	22
School burnout among Chinese high school students: the role of teacher-student relationships and personal resources	22
A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement	20
Adolescent girls' and boys' academic burnout and its associations with cognitive emotion regulation strategies	19
A comparison of intrinsic and extrinsic motivation among lower and upper secondary school students	18
Psychological Capital, future-oriented coping, and the well-being of secondary school teachers in Germany	17
Job demands and resources, teachers’ subjective vitality, and turnover intentions: an examination during COVID-19	17
Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being	17
Instructional support, perceived social-emotional competence, and students’ behavioral and emotional well-being outcomes	16
Academic motivation in a pandemic context: a conceptual review of prominent theories and an integrative model	16
The elusive relationship between time on-task and learning: not simply an issue of measurement	16
Cyberbullying and its relationship with physical, verbal, and relational bullying: a structural equation modelling approach	16
Testing the mastery-avoidance construct in achievement goal theory: a meta-analytic confirmatory factor analysis (MA-CFA) of two achievement goals scales	15
Growth mindset intervention among French university students, and its articulation with proactive coping strategies	14
Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendliness	14
Collective moral disengagement and its associations with bullying perpetration and victimization in students	13
Challenge and threat appraisals in high school science: investigating the roles of psychological and physiological factors	12
Static and interactive concept maps for chemistry learning	12
Effects of different concept map activities on chemistry learning	12

A distinction between working memory components as unique predictors of mathematical components in 7–8 year old children	12
Relations between different career-development profiles, academic self-efficacy and academic motivation in adolescents	11
Promoting student engagement with teacher feedback through rebuttal writing	11
Socio-economic status, gender and achievement: the mediating role of expectancy and subjective task value	11
Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills	11
Academic self-efficacy and assessment	11
Associations between students’ bystander behavior and individual and classroom collective moral disengagement	10
Study efforts, learning strategies and test anxiety when striving for language competence: the role of utility value, self-efficacy, and reasons for learning English	10
Linking student, home, and school factors to reading achievement: the mediating role of reading self-efficacy	10
Doctoral students and COVID-19: exploring challenges, academic progress, and well-being	10
Learners’ characteristics, test anxiety, learning efforts, and performance: validating their structural relationships	10
The mental health and well-being of students and teachers during the COVID-19 pandemic: combining classical statistics and machine learning approaches	9
Why are boys perceived as less prosocial than girls by their early childhood educators? The role of pragmatic skills in preschool and kindergarten children	9
An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories	9
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification	9
Intentions to quit, emotional support from teachers, and loneliness among peers: developmental trajectories and longitudinal associations in upper secondary school	9
Learner-generated explanations: effects on restudying and learning from a multimedia lesson	8
Morphological knowledge in second language reading comprehension: examining mediation through vocabulary knowledge and lexical inference	8
The role of perceived teacher and peer relationships in adolescent students’ academic motivation and educational outcomes	8
Patterns of teachers’ instructional support quality and the association with job satisfaction and collegial collaboration	7
Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students	7
Profiles of Chinese secondary students’ L2 writing motivation and engagement	7
‘Good’ or ‘well calculated’? Effects of feedback on performance and self-concept of 5- to 7-year-old children in math	7
Teachers’ prerequisites for online teaching and learning: individual differences and relations to well-being during the COVID-19 pandemic	7
Predictors of Chinese reading and literacy skills among Chinese school children: a 3-year longitudinal study	7
Mothers’ filial piety and children’s academic achievement: the indirect effect via mother-child discrepancy in perceived parental expectations	7
Authoritarian parenting, perfectionism, and academic procrastination	7
Understanding teachers’ job satisfaction and flow: the dual process of psychological needs	7
University instructors’ implicit theories of intelligence, achievement goals for teaching, and teaching quality	7
How temptation changes across time: effects of self-efficacy for self-regulated learning and autonomy support	7
Profiles of reading mindset and self-efficacy: how are they related to achievement goals, engagement, and reading achievement?	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	6
Learning and study strategies and engagement among Egyptian undergraduates: do gender and discipline matter?	6
Teacher–student relationships and academic achievement in Confucian educational countries/systems from PISA 2012 perspectives	6
Whether and how can a growth mindset intervention help students in a non-western culture? Evidence from a field experiment in China	6
A person-centred approach to understanding self-regulation in homework using latent profile analysis	6
How robust are learners’ misconceptions of fraction magnitude? An intervention study comparing the use of refutation and expository text	6
Autonomy support from support staff in higher education and students' academic engagement and psychological well-being	6
The development of school burnout in general upper secondary education: the role of support and schoolwork difficulties	6
Educating students about time perspective and its effect on subjective well-being	6
To disclose or not? Children’s tendency to disclose peer victimisation in elementary school	6
Math track placement and reflected classroom appraisals are related to changes in early adolescents’ math self-concept	6
Discrete achievement emotions as mediators between achievement goals and academic engagement of Singapore students	6
The mediating role of achievement emotions in the relationship between instructional clarity, English proficiency, and reading strategies	6