OOIR: Observatory of International Research

Papers

(The H4-Index of Learning and Instruction is 34. 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
Can you have your cake and eat it too?	409
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling	163
EARLI Association News	110
Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic	109
Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality	108
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention	95
Sequential thinking prompts for creative problem solving	79
Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms	78
Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?	77
The impact of executive functions on English academic performance among Chinese primary school students: A network analysis	77
Cognitive foundations of sentence writing: The roles of vocabulary, orthographic memory skills, and visual-motor integration across grades	58
Differentiated instruction on undergraduate students based on classification and prediction of students performance using PSO-BP neural network	58
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring	50
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories	48
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension	47
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar	46
Relations between graphomotor self-concept and graphomotor skills: A longitudinal study in early school age	45
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review	45
Domain-specific self-regulated learning interventions for elementary school students	44
Editorial board/Publication information	44
A Bayesian approach to students’ perceptions of teachers’ autonomy support	43
Straight from the teacher's mouth: The value of own-perspective gaze-elicited think-aloud for understanding culture-specific teacher expertise	43
Latent motivational-emotional profiles and their effects on strategy use and performance in online multimodal reading tasks: A mixed-methods investigation	43
Exploring the necessary conditions for observing interleaved practice benefits in math learning	42
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement	41

Improving the teaching and learning of statistics	40
Distilling playful stances to learning: Looking across cultures, contexts, roles and generations	40
Education, not age, linked to narrative comprehension	40
Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study	40
Training flexibility in dealing with additive situations	38
Does changing learning environments affect student motivation?	36
Deliberate errors vs. induced errors: How best to structure students’ error generation to promote learning?	35
Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools	34
Other-self similarity, motivation, emotion, and learning	34