OOIR: Observatory of International Research

Papers

(The TQCC of Contemporary Educational Psychology is 12. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Planning promotes studying – The higher the plan quality the better: A micro-randomized trial	71
Between a growth and a fixed mindset: Examining nuances in 3rd-grade students’ mathematics intelligence mindsets	57
The differential relations between sub-domains of spatial abilities and mathematical performance in children	53
Classroom experiences help students flourish: How in and out of classroom experiences relate to changes in undergraduate’s motivational beliefs across introductory biology courses	40
How much active teaching should be incorporated into college course lectures to promote active learning?	38
Mathematics motivation and sense of belonging among transgender and nonbinary college students	34
A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children	33
Overwhelmed receivers and overly ambitious providers: How the Impacts of peer comment features look different at receiver and provider levels of aggregation	30
Variables versus numbers: Effects of symbols and algebraic knowledge on students’ problem-solving strategies	30
Race-based trauma: Teacher responses, supports, barriers, and burnout	28
The interplay between father–child and mother–child numeracy activities and preschool children’s mathematical skills	27
Attendance to notable terms promotes narrative frame analysis when students read multiple expository texts	27
An exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination	27
Focus groups as counterspaces for Black girls and Black women: A critical approach to research methods	26
Performance during presentations: A question of challenge and threat responses?	24
Effects of self-explaining feedback on learning from problem-solving errors	24
A bioecological perspective on mindset	24
Learning from errors: deliberate errors enhance learning	23
Developmental trajectories of children's educational expectations in China: Contributions of academic achievement and maternal expectations	23
Too quant to crit? Advancing QuantCrit methodologies in educational psychology	23
Early fraction relational reasoning uniquely predicts later algebraic thinking in children: A longitudinal study	22
Matthew effects in reading and mathematics: Examining developmental patterns in population data	22
A valued task makes students sweat: Investigating the link between situational motivational beliefs and electrodermal activity in collaborative learning	22
Task-unrelated thought during educational activities: A meta-analysis of its occurrence and relationship with learning	22
Trajectories of advanced math taking for low-income students of color in middle and high school	22

Race-reimaged self-determination theory: Elucidating how ethnic studies promotes student identity and learning outcomes using mixed-methods	21
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	21
Self-efficacy inertia: The role of competency beliefs and academic burden in achievement	21
Associations between elementary teachers’ mental health and students’ engagement across content areas	20
Should I stay or should I go? Children’s motivation in response to feedback and its association with math anxiety and math self-concept	20
“Wrong to be Queer and Latino”: multiple marginalized and underrepresented teachers’ identity negotiation	20
Editorial Board	19
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	18
Motivational profiles in mathematics – stability and links with educational and emotional outcomes	18
Predicting reading achievement from reading support: The role of motivation and reading frequency in elementary and secondary school students	18
“Am I trying hard or harder than others?”: Gender differences in reciprocal relations between perceived effort, science self-concept, and achievement in chemistry	18
Counterstories: Disrupting whiteness and heteronormativity in educational psychology research	18
Testing theoretical explanations for heterogeneity in associations between a state quality rating and improvement system and prekindergarten children’s academic performance	18
Applying dynamic structural equation modeling (DSEM) to examine the dynamics of students’ affect and learning goal achievement	17
“Can you tell me more about this?”: Agentic written feedback, teacher expectations, and student learning	17
Writing quality from different latent profiles of revision subprocesses in upper-primary students	16
Leveraging environmental civic science and the communal attainment value of STEM to foster science motivation among minoritized youth	16
Profiles of afterschool motivations: A situated expectancy-value approach	16
Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach	16
Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer?	16
A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school	16
Is studying Latin associated with (non-)linguistic cognitive transfer? A large-scale cross-sectional study	16
The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary	16
Gender, mindset, and teacher support predict students’ math motivation profiles: Evidence from five countries in PISA 2022	15
Teacher well-being: A complementary variable- and person-centered approach harnessing Job Demands-Resources theory	15
What do teachers think about their Aboriginal students’ motivation and engagement?	15
Attributional profiles: Considering multiple causal attributions for success and failure at the beginning of secondary school	15
Learning from refutation texts about scientific topics with analogical and causal explanations	15
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	14
Understanding and supporting the motivation of students from low-income families	14
How students’ motivational profiles change during the transition from primary to lower secondary school	14
Developmental changes in students’ mindset meaning systems: The role of perceived classroom goal structures	14
Developing amid COVID-19: Adolescent meaning making across the first year of the pandemic	14
Precursors of students’ cost perceptions: Identifying proximal and distal predictors	14
Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback	14
Effect of parents’ mathematics anxiety and home numeracy activities on young children’s math performance-anxiety relationship	13
What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins	13
Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach	13
Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion	13
Extending the dimensional comparison theory through students’ academic effort	13
Editorial Board	13
Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation	13
Teacher-Parent academic support profiles: Links to Children’s task persistence in Grades 2 and 3	13
The art of negative feedback: A neuroeducational perspective	13
Development in context: Comparing short-term trajectories of expectancy, task values, and costs in four university STEM courses	12
Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective	12
Unpacking Student Responses to Discrepant Peer and Teacher Feedback: A Cross-National Comparison	12
Measuring teachers’ momentary affect: An exploratory experience sampling study	12
Corrigendum to “Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics” [Contemp. Educ. Psychol. 81 (2025) 102363]	12
Teacher feedback and students’ self-concept, intrinsic value, and achievement in mathematics: Juxtaposing between- and within-person perspectives on long-term reciprocal relationships	12

The relationship between morphological awareness and reading comprehension among early grade Chinese children with reading difficulties: A path analysis