OOIR: Observatory of International Research

Papers

(The H4-Index of Learning and Instruction is 29. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review	142
EARLI Association News	136
Teacher motivation: Implications for instruction and learning. Introduction to the special issue	86
Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms	78
Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic	75
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension	69
Can you have your cake and eat it too?	65
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling	64
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories	60
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring	54
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention	54
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar	53
Domain-specific self-regulated learning interventions for elementary school students	52
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis	50
Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?	45
Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study	43
Improving the teaching and learning of statistics	41
Distilling playful stances to learning: Looking across cultures, contexts, roles and generations	40
Education, not age, linked to narrative comprehension	39
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes	37
“They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school	35
Opportunities and limitations of using the linguistic category model as a measure of teachers’ implicit stereotypes in Germany	34
Editorial board/Publication information	34
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement	31
Exploring the necessary conditions for observing interleaved practice benefits in math learning	31

Resilience research in learning disabilities: Guiding principles from developmental psychopathology	31
A Bayesian approach to students’ perceptions of teachers’ autonomy support	31
Image interpretation scaffolds support adolescents’ historical reasoning	30
Other-self similarity, motivation, emotion, and learning	29