OOIR: Observatory of International Research

Papers

(The TQCC of Contemporary Educational Psychology is 11. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Examining the simple view of reading in a hybrid orthography	68
Mathematics motivation and sense of belonging among transgender and nonbinary college students	54
Variables versus numbers: Effects of symbols and algebraic knowledge on students’ problem-solving strategies	46
Between a growth and a fixed mindset: Examining nuances in 3rd-grade students’ mathematics intelligence mindsets	46
How much active teaching should be incorporated into college course lectures to promote active learning?	44
A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children	37
Planning promotes studying – The higher the plan quality the better: A micro-randomized trial	37
Overwhelmed receivers and overly ambitious providers: How the Impacts of peer comment features look different at receiver and provider levels of aggregation	34
Classroom experiences help students flourish: How in and out of classroom experiences relate to changes in undergraduate’s motivational beliefs across introductory biology courses	33
The differential relations between sub-domains of spatial abilities and mathematical performance in children	32
Race-based trauma: Teacher responses, supports, barriers, and burnout	31
An exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination	30
A bioecological perspective on mindset	29
Academic self-concept change in junior high school students and relationships with academic achievement	29
Performance during presentations: A question of challenge and threat responses?	29
Effects of self-explaining feedback on learning from problem-solving errors	28
The interplay between father–child and mother–child numeracy activities and preschool children’s mathematical skills	26
Focus groups as counterspaces for Black girls and Black women: A critical approach to research methods	25
Attendance to notable terms promotes narrative frame analysis when students read multiple expository texts	25
Detecting shared physiological arousal events in collaborative problem solving	23
Developmental trajectories of children's educational expectations in China: Contributions of academic achievement and maternal expectations	23
Diagrams support spontaneous transfer across whole number and fraction concepts	22
Learning from errors: deliberate errors enhance learning	22
Early executive function predicts children’s Chinese word reading from preschool through Grade 3	22
“Wrong to be Queer and Latino”: multiple marginalized and underrepresented teachers’ identity negotiation	21

Early fraction relational reasoning uniquely predicts later algebraic thinking in children: A longitudinal study	21
Trajectories of advanced math taking for low-income students of color in middle and high school	20
Race-reimaged self-determination theory: Elucidating how ethnic studies promotes student identity and learning outcomes using mixed-methods	20
Matthew effects in reading and mathematics: Examining developmental patterns in population data	20
“You know what, I can do this”: Heterogeneous joint trajectories of expectancy for success and attainment value in chemistry	20
Students’ interest and self-efficacy and the impact of changing learning environments	18
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	17
Task-unrelated thought during educational activities: A meta-analysis of its occurrence and relationship with learning	17
Too quant to crit? Advancing QuantCrit methodologies in educational psychology	17
Self-efficacy inertia: The role of competency beliefs and academic burden in achievement	17
“Am I trying hard or harder than others?”: Gender differences in reciprocal relations between perceived effort, science self-concept, and achievement in chemistry	17
Should I stay or should I go? Children’s motivation in response to feedback and its association with math anxiety and math self-concept	17
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	17
Associations between elementary teachers’ mental health and students’ engagement across content areas	16
Motivational profiles in mathematics – stability and links with educational and emotional outcomes	16
Predicting reading achievement from reading support: The role of motivation and reading frequency in elementary and secondary school students	16
Testing theoretical explanations for heterogeneity in associations between a state quality rating and improvement system and prekindergarten children’s academic performance	16
Counterstories: Disrupting whiteness and heteronormativity in educational psychology research	16
Does the emotional stance of human and virtual instructors in instructional videos affect learning processes and outcomes?	15
“Can you tell me more about this?”: Agentic written feedback, teacher expectations, and student learning	15
Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach	15
Applying dynamic structural equation modeling (DSEM) to examine the dynamics of students’ affect and learning goal achievement	15
Is studying Latin associated with (non-)linguistic cognitive transfer? A large-scale cross-sectional study	14
Profiles of afterschool motivations: A situated expectancy-value approach	14
Learning from refutation texts about scientific topics with analogical and causal explanations	14
Writing quality from different latent profiles of revision subprocesses in upper-primary students	14
The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary	14
A quasi-experimental study of a peer-assisted strategy-based reading intervention in elementary school	14
Leveraging environmental civic science and the communal attainment value of STEM to foster science motivation among minoritized youth	14
Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer?	14
Understanding and supporting the motivation of students from low-income families	13
Attributional profiles: Considering multiple causal attributions for success and failure at the beginning of secondary school	13
Adolescents’ trajectories of social anxiety and social withdrawal: Are they influenced by traditional bullying and cyberbullying roles?	13
Teacher well-being: A complementary variable- and person-centered approach harnessing Job Demands-Resources theory	13
Editorial Board	13
Developing amid COVID-19: Adolescent meaning making across the first year of the pandemic	13
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	13
Gender, mindset, and teacher support predict students’ math motivation profiles: Evidence from five countries in PISA 2022	13
What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins	12
Effect of parents’ mathematics anxiety and home numeracy activities on young children’s math performance-anxiety relationship	12
Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback	12
Precursors of students’ cost perceptions: Identifying proximal and distal predictors	12
Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion	12
How students’ motivational profiles change during the transition from primary to lower secondary school	12
Developmental changes in students’ mindset meaning systems: The role of perceived classroom goal structures	12
Perceived school climate and school grades in secondary school students: The mediating effect of self-determined motivation	12
Teacher-Parent academic support profiles: Links to Children’s task persistence in Grades 2 and 3	12
Extending the dimensional comparison theory through students’ academic effort	11
(Re)Examining academic risk taking: Conceptual structure, antecedents, and relationship to productive failure	11
Development in context: Comparing short-term trajectories of expectancy, task values, and costs in four university STEM courses	11

Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach	11
Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective	11
Homework for learning and fun: Quality of mothers’ homework involvement and longitudinal implications for children’s academic and emotional functioning	11
The art of negative feedback: A neuroeducational perspective	11
The relationship between morphological awareness and reading comprehension among early grade Chinese children with reading difficulties: A path analysis	11
Emotional factors of causal coherence in text comprehension	11
Pathways of resilience: Predicting school engagement trajectories for South African adolescents living in a stressed environment	11
Measuring teachers’ momentary affect: An exploratory experience sampling study	11