OOIR: Observatory of International Research

Papers

(The TQCC of Contemporary Educational Psychology is 10. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Variables versus numbers: Effects of symbols and algebraic knowledge on students’ problem-solving strategies	60
How much active teaching should be incorporated into college course lectures to promote active learning?	43
Between a growth and a fixed mindset: Examining nuances in 3rd-grade students’ mathematics intelligence mindsets	38
A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children	38
Examining the simple view of reading in a hybrid orthography	36
The differential relations between sub-domains of spatial abilities and mathematical performance in children	31
The zone of proximal creativity: What dynamic assessment of divergent thinking reveals about students’ latent class membership	30
Teachers’ understanding of racial inequity predicts their perceptions of students’ behaviors	29
Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers	28
Focus groups as counterspaces for Black girls and Black women: A critical approach to research methods	27
A bioecological perspective on mindset	27
Academic self-concept change in junior high school students and relationships with academic achievement	27
Attendance to notable terms promotes narrative frame analysis when students read multiple expository texts	25
An exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination	23
Developmental trajectories of children's educational expectations in China: Contributions of academic achievement and maternal expectations	23
The interplay between father–child and mother–child numeracy activities and preschool children’s mathematical skills	23
Race-based trauma: Teacher responses, supports, barriers, and burnout	23
Effects of self-explaining feedback on learning from problem-solving errors	23
Detecting shared physiological arousal events in collaborative problem solving	22
Performance during presentations: A question of challenge and threat responses?	20
“You know what, I can do this”: Heterogeneous joint trajectories of expectancy for success and attainment value in chemistry	20
What we learn in school, we learn for life: Learning opportunities as moderators of the relationship between prior knowledge and learning in post-school contexts	19
Early fraction relational reasoning uniquely predicts later algebraic thinking in children: A longitudinal study	19
Diagrams support spontaneous transfer across whole number and fraction concepts	19
Early executive function predicts children’s Chinese word reading from preschool through Grade 3	19

Trajectories of advanced math taking for low-income students of color in middle and high school	19
Matthew effects in reading and mathematics: Examining developmental patterns in population data	19
Task-unrelated thought during educational activities: A meta-analysis of its occurrence and relationship with learning	18
Too quant to crit? Advancing QuantCrit methodologies in educational psychology	18
Students’ interest and self-efficacy and the impact of changing learning environments	17
Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes	17
The associations between teacher-child relationships and academic skills: A longitudinal study among Chinese preschool children	16
Race-reimaged self-determination theory: Elucidating how ethnic studies promotes student identity and learning outcomes using mixed-methods	15
Motivational profiles in mathematics – stability and links with educational and emotional outcomes	15
Self-efficacy inertia: The role of competency beliefs and academic burden in achievement	15
Counterstories: Disrupting whiteness and heteronormativity in educational psychology research	15
Testing theoretical explanations for heterogeneity in associations between a state quality rating and improvement system and prekindergarten children’s academic performance	15
Associations between elementary teachers’ mental health and students’ engagement across content areas	14
“Can you tell me more about this?”: Agentic written feedback, teacher expectations, and student learning	14
Using an observational measure of elementary teachers’ emotional expressions during mathematics and English language arts to explore associations with students’ content area emotions and engagement	14
Does the emotional stance of human and virtual instructors in instructional videos affect learning processes and outcomes?	14
“Am I trying hard or harder than others?”: Gender differences in reciprocal relations between perceived effort, science self-concept, and achievement in chemistry	14
Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach	13
Is studying Latin associated with (non-)linguistic cognitive transfer? A large-scale cross-sectional study	13
Profiles of afterschool motivations: A situated expectancy-value approach	13
Applying dynamic structural equation modeling (DSEM) to examine the dynamics of students’ affect and learning goal achievement	13
The role of stereotype threat in ethnically minoritized students’ science motivation: A four-year longitudinal study of achievement and persistence in STEM	13
Writing quality from different latent profiles of revision subprocesses in upper-primary students	13
The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary	13
Attributional profiles: Considering multiple causal attributions for success and failure at the beginning of secondary school	12
Links between teachers’ knowledge about special educational needs and students’ social participation and academic achievement in mainstream classes	12
A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school	12
Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer?	12
Understanding and supporting the motivation of students from low-income families	12
Editorial Board	12
Learning from refutation texts about scientific topics with analogical and causal explanations	12
How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting	12
What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins	11
Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion	11
Teacher well-being: A complementary variable- and person-centered approach harnessing Job Demands-Resources theory	11
Developing amid COVID-19: Adolescent meaning making across the first year of the pandemic	11
Adolescents’ trajectories of social anxiety and social withdrawal: Are they influenced by traditional bullying and cyberbullying roles?	11
The relationship between morphological awareness and reading comprehension among early grade Chinese children with reading difficulties: A path analysis	10
Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation	10
Emotional factors of causal coherence in text comprehension	10
Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach	10
Teacher feedback and students’ self-concept, intrinsic value, and achievement in mathematics: Juxtaposing between- and within-person perspectives on long-term reciprocal relationships	10
Measuring teachers’ momentary affect: An exploratory experience sampling study	10
Precursors of students’ cost perceptions: Identifying proximal and distal predictors	10
Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback	10
Development in context: Comparing short-term trajectories of expectancy, task values, and costs in four university STEM courses	10
(Re)Examining academic risk taking: Conceptual structure, antecedents, and relationship to productive failure	10
The role of friendships in shy students’ dialogue patterns during small group discussions	10
How students’ motivational profiles change during the transition from primary to lower secondary school	10
Effect of parents’ mathematics anxiety and home numeracy activities on young children’s math performance-anxiety relationship	10

Teacher-Parent academic support profiles: Links to Children’s task persistence in Grades 2 and 3	10
Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective	10
Unpacking student responses to discrepant peer and teacher feedback: A cross-National comparison	10