OOIR: Observatory of International Research

Papers

(The H4-Index of Learning and Instruction is 32. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Can you have your cake and eat it too?	343
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling	205
EARLI Association News	146
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar	100
Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic	99
Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality	97
Sequential thinking prompts for creative problem solving	88
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review	74
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension	74
Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms	73
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring	68
The impact of executive functions on English academic performance among Chinese primary school students: A network analysis	55
Differentiated instruction on undergraduate students based on classification and prediction of students performance using PSO-BP neural network	54
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories	46
Domain-specific self-regulated learning interventions for elementary school students	46
Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?	44
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention	43
Relations between graphomotor self-concept and graphomotor skills: A longitudinal study in early school age	42
Education, not age, linked to narrative comprehension	42
Editorial board/Publication information	42
Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study	41
Improving the teaching and learning of statistics	41
Straight from the teacher's mouth: The value of own-perspective gaze-elicited think-aloud for understanding culture-specific teacher expertise	39
Distilling playful stances to learning: Looking across cultures, contexts, roles and generations	39
A Bayesian approach to students’ perceptions of teachers’ autonomy support	39

Exploring the necessary conditions for observing interleaved practice benefits in math learning	38
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement	38
Training flexibility in dealing with additive situations	37
Teacher feedback, disciplinary climate, student self-concept, and reading achievement:A multilevel moderated mediation model	37
Editorial board/Publication information	37
Playful learning is the missing link in educational success	33
Tracking college student's learning gains using EEG hyperscanning: An interpersonal neuroscience approach development and validation	32
Image interpretation scaffolds support adolescents’ historical reasoning	32
Resilience research in learning disabilities: Guiding principles from developmental psychopathology	32
Other-self similarity, motivation, emotion, and learning	32