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 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
The AEQ-S: A short version of the Achievement Emotions Questionnaire	68
Theories of motivation: Integration and ways forward	68
Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ intercultural interactions	57
Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes	54
A situative turn in the conversation on motivation theories	54
How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power	50
Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work	46
Race-reimaging educational psychology research: Investigating constructs through the lens of race and culture	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
Examining the critical role of evaluation and adaptation in self-regulated learning	30
Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources	30
Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial	29
Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany	28

Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement	28
Student hand-raising as an indicator of behavioral engagement and its role in classroom learning	27
It Takes Two: Expectancy-Value Constructs and Vocational Interests Jointly Predict STEM Major Choices	26
The developmental trajectory of intrinsic reading motivation: Measurement invariance, group variations, and implications for reading proficiency	26
A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education	26
Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems	25
Developmental relationships and school success: How teachers, parents, and friends affect educational outcomes and what actions students say matter most	24
An exploration of social regulation of learning during scientific argumentation discourse	23
When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback	23
The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?	23
Learning from split-attention materials: Effects of teaching physical and mental learning strategies	22
Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning	22
Socioemotional regulation strategies in a project-based learning environment	21
Direct and indirect effects of executive functions, reading engagement, and higher order strategic processes in the reading comprehension of Dual Language Learners and English Monolinguals	21
Trajectories of motivation and their academic correlates over the first year of college	20
Engagement profiles of elementary students in urban schools	19
Killing two birds with one stone: The role of motivational resources in predicting changes in achievement and school well-being beyond intelligence	17
The relation between the control-of-variables strategy and content knowledge in physics in secondary school	17
Testing the inference mediation hypothesis in a post-secondary context	16
Detecting shared physiological arousal events in collaborative problem solving	16
Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback	16
Finding the missing Einsteins: Expanding the breadth of cognitive and noncognitive measures used in academic services	16
Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations	16
Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science	16
Quality beats frequency? Investigating students’ effort in learning when introducing technology in classrooms	15
Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children	14
Examining the reciprocal relations of mathematics anxiety to quantitative reasoning and number knowledge in Chinese children	14
The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: Insights from two diary studies	14
Coping profiles among teachers: Implications for emotions, job satisfaction, burnout, and quitting intentions	14
Character and word reading in Chinese: Why and how they should be considered uniquely vis-à-vis literacy development	14
Better together: Effects of four self-efficacy-building strategies on online statistical learning	13
Computer-based knowledge of results feedback in different delivery modes: Effects on performance, motivation, and achievement emotions	13
The role of stereotype threat in ethnically minoritized students’ science motivation: A four-year longitudinal study of achievement and persistence in STEM	13
Development of school engagement and burnout across lower and upper secondary education: Trajectory profiles and educational outcomes	13
Valuable but costly? University students’ expectancy-value-cost profiles in introductory chemistry courses	13
Learning by drawing: When is it worth the time and effort?	13
Associations between teachers’ interpersonal behavior, physiological arousal, and lesson-focused emotions	12
The catcher in the lie: The role of emotions and epistemic judgments in changing students’ misconceptions and attitudes in a post-truth era	12
The developmental trajectories of mathematics anxiety: Cognitive, personality, and environmental correlates	12
Fostering integration of informational texts and virtual labs during inquiry-based learning	12
Taking the relational structure of fractions seriously: Relational reasoning predicts fraction knowledge in elementary school children	12
Fostering the use of pedagogical practices among teachers to support elementary students’ motivation to write	12
Process matters: Teachers benefit their classrooms and students when they deliver an identity-based motivation intervention with fidelity	11
Perfectionism profiles among college students: A person-centered approach to motivation, behavior, and emotion	11
Development of academic language comprehension of German monolinguals and dual language learners	11
Teachers’ understanding of racial inequity predicts their perceptions of students’ behaviors	11
Motivation profiles of urban preservice teachers: Relations to socialization, initial career perceptions, and demographics	11
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	10
The influence of school climate in bullying and victimization behaviors during middle school transition	10
Relations of science teaching self-efficacy with instructional practices, student achievement and support, and teacher job satisfaction	10

The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds	10
Got math attitude? (In)direct effects of student mathematics attitudes on intentions, behavioral engagement, and mathematics performance in the U.S. PISA	10
Teacher well-being: A complementary variable- and person-centered approach harnessing Job Demands-Resources theory	10