OOIR: Observatory of International Research

Papers

(The TQCC of Learning and Instruction is 10. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments	187
Supporting groups’ emotion and motivation regulation during collaborative learning	79
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress	75
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course	73
Searching for the role of emotions in e-learning	72
How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system?	69
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement	58
What multimodal data can tell us about the students’ regulation of their learning process?	58
Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters	56
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure	56
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories	55
Emotions are the experiential glue of learning environments in the 21st century	53
Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions	49
Understanding and measuring emotions in technology-rich learning environments	48
Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking	47
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments	45
Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts	44
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review	42
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?	40
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education	40
Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate	39
Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions	39
Modeling temporal self-regulatory processing in a higher education biology course	36
What can moment-by-moment learning curves tell about students’ self-regulated learning?	36
The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national co	35

Examining the interplay of affect and self regulation in the context of clinical reasoning	34
The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers	34
Positive teacher-student relationships may lead to better teaching	33
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences	32
Research on situated motivation and emotion: Progress and open problems	32
Temporal and adaptive processes of regulated learning - What can multimodal data tell?	31
The development of peer networks and academic performance in learning communities in higher education	31
Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions	31
Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events	31
Revisiting “The Power of Feedback” from the perspective of the learner	31
The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents	31
School grades and students’ emotions: Longitudinal models of within-person reciprocal effects	30
Music lessons enhance executive functions in 6- to 7-year-old children	30
An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition	30
Expectancy-value appraisals and achievement emotions in an online learning environment: Within- and between-person relationships	28
Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage	25
Analyzing temporal data for understanding the learning process induced by metacognitive prompts	24
Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey	24
Enhancing children's math motivation with a joint intervention on mindset and gender stereotypes	23
Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics	23
Adaptive feedback from artificial neural networks facilitates pre-service teachers’ diagnostic reasoning in simulation-based learning	22
Parent-child cohesion, self-esteem, and academic achievement: The longitudinal relations among elementary school students	22
The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England	22
The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings	22
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement	21
Executive functions as predictors of critical thinking: Behavioral and neural evidence	20
Teacher classroom interactions and behaviours: Indications of bias	20
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes	20
The role of engagement in immigrant students’ academic resilience	20
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis	20
Complexity of visual learning material moderates the effects of instructor's beat gestures and head nods in video lectures	19
Exploring the relationship between dialogic teacher talk and students’ persuasive writing	19
Short- and long-term effects of COVID-related kindergarten and school closures on first- to eighth-grade students’ school readiness skills and mathematics, reading and science learning	19
It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades	19
The differences and similarities between curiosity and interest: Meta-analysis and network analyses	18
Does what you get depend on who you are with? Effects of student composition on teaching quality	18
It's more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language	18
Teachers’ motivational profiles and their longitudinal associations with teaching quality	18
Are first graders' arithmetic skills related to the quality of mathematics textbooks? A study on students’ use of arithmetic principles	18
Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills	18
Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect	18
Does adding video and subtitles to an audio lesson facilitate its comprehension?	18
Stimulating preschoolers’ focus on structure in repeating and growing patterns	17
Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time?	17
The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content	17
Robust effects of the efficacy of explicit failure-driven scaffolding in problem-solving prior to instruction: A replication and extension	17
Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement	16
Developmental trajectories of children's spatial skills: Influencing variables and associations with later mathematical thinking	16
Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process	16
How valid are student perceptions of teaching quality across education systems?	15

Methodological progress in the study of self-regulated learning enables theory advancement	15
Does embedding learning supports enhance transfer during game-based learning?	15
Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations	15
Effects of CLIL on second language learning: Disentangling selection, preparation, and CLIL-effects	15
“We're looking good”: Social exchange and regulation temporality in collaborative design	15
“They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school	15
Longitudinal inter-relations between school cultural socialization and school engagement: The mediating role of school climate	14
Dialogic classroom talk in early childhood education: The effect on language skills and social competence	14
Developmental pathways of early numerical skills during the preschool to school transition	14
Comparing the quality of human and ChatGPT feedback of students’ writing	14
Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors	14
The persistence of students’ academic effort: The unique and combined effects of conscientiousness and individual interest	13
Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures	13
Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries	13
Self-regulated learning by writing learning protocols: Do goal structures matter?	13
When students show some initiative: Two experiments on the benefits of greater agentic engagement	12
Reciprocal modeling of university students’ perceptions of the learning environment, engagement, and learning outcome: A longitudinal study	12
Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?	12
Teacher feedback, disciplinary climate, student self-concept, and reading achievement:A multilevel moderated mediation model	12
Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation	12
How to understand what you don't believe: Metacognitive training prevents belief-biases in multiple text comprehension	12
The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar	12
Early science learning: The effects of teacher talk	11
Should I stay or should I go? Predictors and effects of studying abroad during high school	11
How to guide learners' processing of multimedia lessons with pedagogical agents	11
Potential classroom stressors of teachers: An audiovisual and physiological approach	11
On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks	11
University students’ use of motivational regulation during one semester	11
Relations between the comprehension of connectives and school performance in primary school	11
Self-regulation prompts promote the achievement of learning goals – But only briefly: Uncovering hidden dynamics in the effects of a psychological intervention	11
Examining the relationship between English as a foreign language learners' cognitive abilities and L2 grit in predicting their writing performance	11
Antecedents and consequences of teachers’ goal profiles in Australia and Israel	11
Sequence matters! Retrieval practice before generative learning is more effective than the reverse order	11
Co-developmental trajectories of psychological need satisfactions at school: Relations to mental health and academic functioning in Chinese elementary school students	11
Learning grammar through singing? An intervention with EFL primary school learners	10
Adolescents' daily sense of school connectedness and academic engagement: Intensive longitudinal mediation study of student differences by remote, hybrid, and in-person learning modality	10
Is there a dark side of co-teaching? A study on the social participation of primary school students and their interactions with teachers and classmates.	10
Fostering the acquisition of subtraction strategies with interleaved practice: An intervention study with German third graders	10
School absenteeism and academic achievement: Does the timing of the absence matter?	10
Pre-service teachers’ desire to control bias: Implications for the endorsement of culturally affirming classroom practices	10
Who will teach the teachers? Examining implicit bias in the educator workforce	10
Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools	10
Mapping and explaining the gender gap in students’ second language proficiency across skills, countries and languages	10
Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science	10
Commentary and future directions: What can multi-modal data reveal about temporal and adaptive processes in self-regulated learning?	10
Learners’ adjustment strategies following impasses in simulations - Effects of prior knowledge	10