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 2021-11-01 to 2025-11-01.)

Article	Citations
Can you have your cake and eat it too?	195
The impact of executive functions on English academic performance among Chinese primary school students: A network analysis	165
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review	92
Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms	81
EARLI Association News	81
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension	79
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling	73
Teacher motivation: Implications for instruction and learning. Introduction to the special issue	70
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories	66
Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?	60
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring	57
Relations between graphomotor self-concept and graphomotor skills: A longitudinal study in early school age	56
Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic	49
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention	48
Domain-specific self-regulated learning interventions for elementary school students	45
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis	42
Education, not age, linked to narrative comprehension	37
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar	37
Improving the teaching and learning of statistics	37
Distilling playful stances to learning: Looking across cultures, contexts, roles and generations	37
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement	36
Straight from the teacher's mouth: The value of own-perspective gaze-elicited think-aloud for understanding culture-specific teacher expertise	36
Editorial board/Publication information	34
Opportunities and limitations of using the linguistic category model as a measure of teachers’ implicit stereotypes in Germany	33
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes	32

Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study	32
Exploring the necessary conditions for observing interleaved practice benefits in math learning	31
A Bayesian approach to students’ perceptions of teachers’ autonomy support	30
Image interpretation scaffolds support adolescents’ historical reasoning	30
The neural correlates of cognitive load in learning: An fMRI study on graph comprehension	29
Other-self similarity, motivation, emotion, and learning	29
Playful learning is the missing link in educational success	29
Training flexibility in dealing with additive situations	29