OOIR: Observatory of International Research

Papers

(The H4-Index of Learning and Instruction is 27. 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 2021-05-01 to 2025-05-01.)

Article	Citations
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar	110
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention	90
EARLI Association News	73
Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms	71
Gender differences in reading: Examining text-based interest in relation to text characteristics and reading comprehension	68
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling	60
Teacher motivation: Implications for instruction and learning. Introduction to the special issue	58
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review	56
Domain-specific self-regulated learning interventions for elementary school students	53
Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?	51
Gender-specific trajectories of academic achievement in Chinese elementary school students: Relations with life satisfaction trajectories and suicidal ideation trajectories	50
Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic	48
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring	45
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis	41
Opportunities and limitations of using the linguistic category model as a measure of teachers’ implicit stereotypes in Germany	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
Exploring the necessary conditions for observing interleaved practice benefits in math learning	38
Improving the teaching and learning of statistics	38
Enhancing children's math motivation with a joint intervention on mindset and gender stereotypes	37
A Bayesian approach to students’ perceptions of teachers’ autonomy support	35
“They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school	34
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement	33
Editorial board/Publication information	33
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes	31
Training flexibility in dealing with additive situations	30

Digital education through guided pretend play	29
Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning	27
The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis	27
Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science	27