OOIR: Observatory of International Research

Papers

(The H4-Index of Contemporary Educational Psychology 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 2020-04-01 to 2024-04-01.)

Article	Citations
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions	1409
From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation	675
The origins, evolution, and future directions of achievement goal theory	144
Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis	115
An attributional theory of motivation	88
Achievement motivation theory: Balancing precision and utility	70
Theories of motivation: Integration and ways forward	68
The AEQ-S: A short version of the Achievement Emotions Questionnaire	68
Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ intercultural interactions	57
A situative turn in the conversation on motivation theories	54
Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes	54
How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power	50
Race-reimaging educational psychology research: Investigating constructs through the lens of race and culture	46
Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work	46
Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions, underexplored issues, and future directions	42
A person-centered approach to examining high-school students’ motivation, engagement and academic performance	41
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction	35
Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study	34
Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Characteristics	34
Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes	33
Revisiting the dimensionality of subjective task value: Towards clarification of competing perspectives	31
Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources	30
Examining the critical role of evaluation and adaptation in self-regulated learning	30
Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial	29
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement	28

Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany	28
Student hand-raising as an indicator of behavioral engagement and its role in classroom learning	27