OOIR: Observatory of International Research

Papers

(The TQCC of Contemporary Educational Psychology is 8. 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
Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis	146
The AEQ-S: A short version of the Achievement Emotions Questionnaire	96
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction	51
Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes	44
Examining the critical role of evaluation and adaptation in self-regulated learning	39
Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources	38
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement	36
Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany	36
Socioemotional regulation strategies in a project-based learning environment	24
The role of stereotype threat in ethnically minoritized students’ science motivation: A four-year longitudinal study of achievement and persistence in STEM	23
The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: Insights from two diary studies	22
Detecting shared physiological arousal events in collaborative problem solving	22
Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science	22
Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations	20
Quality beats frequency? Investigating students’ effort in learning when introducing technology in classrooms	20
Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback	20
Coping profiles among teachers: Implications for emotions, job satisfaction, burnout, and quitting intentions	19
Valuable but costly? University students’ expectancy-value-cost profiles in introductory chemistry courses	18
Development of school engagement and burnout across lower and upper secondary education: Trajectory profiles and educational outcomes	18
Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children	18
Got math attitude? (In)direct effects of student mathematics attitudes on intentions, behavioral engagement, and mathematics performance in the U.S. PISA	17
Teachers’ understanding of racial inequity predicts their perceptions of students’ behaviors	17
Character and word reading in Chinese: Why and how they should be considered uniquely vis-à-vis literacy development	17
Learning by drawing: When is it worth the time and effort?	16
Relations of science teaching self-efficacy with instructional practices, student achievement and support, and teacher job satisfaction	15

Teacher well-being: A complementary variable- and person-centered approach harnessing Job Demands-Resources theory	15
Computer-based knowledge of results feedback in different delivery modes: Effects on performance, motivation, and achievement emotions	15
Motivation profiles of urban preservice teachers: Relations to socialization, initial career perceptions, and demographics	15
The influence of school climate in bullying and victimization behaviors during middle school transition	14
Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers	14
Is cost separate from or part of subjective task value? An empirical examination of expectancy-value versus expectancy-value-cost perspectives	13
Pathways of resilience: Predicting school engagement trajectories for South African adolescents living in a stressed environment	13
Does the emotional stance of human and virtual instructors in instructional videos affect learning processes and outcomes?	13
Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion	13
Task-unrelated thought during educational activities: A meta-analysis of its occurrence and relationship with learning	13
A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support	12
The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds	12
Adolescents’ trajectories of social anxiety and social withdrawal: Are they influenced by traditional bullying and cyberbullying roles?	12
Parental involvement and children’s academics: The roles of autonomy support and parents’ motivation for involvement	12
Realizing the full potential of individualizing learning	12
The relationship between math anxiety and math achievement in young children is mediated through working memory, not by number sense, and it is not direct	12
The zone of proximal creativity: What dynamic assessment of divergent thinking reveals about students’ latent class membership	12
Pathways to word problem solving: The mediating roles of schema construction and mathematical vocabulary	11
Process matters: Teachers benefit their classrooms and students when they deliver an identity-based motivation intervention with fidelity	11
Concern or comfort with social comparisons matter in undergraduate physics courses: Joint consideration of situated expectancy-value theory, mindsets, and gender	11
Supporting the self-regulated use of retrieval practice: A higher education classroom experiment	11
Parent–child conflict during homeschooling in times of the COVID-19 pandemic: A key role for mothers’ self-efficacy in teaching	11
Effects of achievement goals on self-control	10
More than minutes: A person-centered approach to homework time, homework time management, and homework procrastination	10
A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children	10
“You can’t always get what you want”: Prevalence, magnitude, and predictors of the aspiration–attainment gap after the school-to-work transition	10
Reciprocal relations between adolescents’ self-concepts of ability and achievement emotions in mathematics and literacy	10
Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework	10
Disentangling the associations of academic motivation with self-concept and academic achievement using the bifactor exploratory structural equation modeling framework	10
Children’s engagement during collaborative learning and direct instruction through the lens of participant structure	10
The ‘Fauci Effect’: Reducing COVID-19 misconceptions and vaccine hesitancy using an authentic multimodal intervention	10
A meta-analytic review of interventions to improve children’s attitudes toward their peers with intellectual disabilities	9
An attribution-based motivation treatment to assist first-generation college students reframe academic setbacks	9
Integrating the big-fish-little-pond effect, the basking-in-reflected-glory effect, and the internal/external frame of reference model predicting students’ individual and collective academic self-conc	9
The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performance	9
Effect of parents’ mathematics anxiety and home numeracy activities on young children’s math performance-anxiety relationship	9
Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?	9
Identifying false growth mindsets in adults and implications for mathematics motivation	9
Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and	9
Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom	9
Is language learning a feminine domain? Examining the content and stereotype threat effect of female-language stereotypes among EFL learners in China	9
Improving literacy instruction in co-taught middle school classrooms to support reading comprehension	8
Longitudinal relationship between teacher self-efficacy and work engagement: Testing the random-intercept cross-lagged panel model	8
“You know what, I can do this”: Heterogeneous joint trajectories of expectancy for success and attainment value in chemistry	8
Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes	8
Biased representations of controversial information: Certainty and justification beliefs as moderators	8
Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer?	8
Estimating the co-development of executive functions and math achievement throughout the elementary grades using a cross-lagged panel model with fixed effects	8
Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2	8
Diagrams support spontaneous transfer across whole number and fraction concepts	8

Can teachers’ need-supportive practices moderate the big-fish-little-pond effect? A quasi-experimental study with elementary school children	8
The relations between urban high school science students’ agentic mindset, agentic engagement, and perceived teacher autonomy support and control	8
Knowledge transfer in the context of refutation texts	8
Do the effects of parents’ involvement in youth’s academic adjustment vary with youth’s developmental phase? A longitudinal investigation in China	8
How do adolescent mathematical self-concept and values explain attainment of different kinds of STEM degrees in adulthood?	8