OOIR: Observatory of International Research

Papers

(The TQCC of Learning and Instruction is 11. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments	159
Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling	117
Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement	106
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis	83
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans	78
Supporting groups’ emotion and motivation regulation during collaborative learning	69
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course	64
Searching for the role of emotions in e-learning	62
Using mobile devices to enhance inquiry-based learning processes	60
How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system?	57
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress	53
What multimodal data can tell us about the students’ regulation of their learning process?	51
Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters	48
Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another?	48
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement	47
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure	47
Emotions are the experiential glue of learning environments in the 21st century	45
Understanding and measuring emotions in technology-rich learning environments	45
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories	42
Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts	42
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career	40
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments	40
Learning by explaining orally or in written form? Text complexity matters	39
Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking	38
Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions	37

Modeling temporal self-regulatory processing in a higher education biology course	35
Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents’ educational and occupational aspirations	35
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?	34
What can moment-by-moment learning curves tell about students’ self-regulated learning?	34
High school students’ feelings: Discoveries from a large national survey and an experience sampling study	34
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education	34
Effectiveness of private tutoring during secondary schooling in Germany: Do the duration of private tutoring and tutor qualification affect school achievement?	33
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review	31
Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions	29
The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents	28
Representational and decorative pictures in science and mathematics tests: Do they make a difference?	28
Integrating mindfulness and connection practices into preservice teacher education improves classroom practices	28
Temporal and adaptive processes of regulated learning - What can multimodal data tell?	27
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences	27
Examining the interplay of affect and self regulation in the context of clinical reasoning	27
Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate	26
Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events	25
Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions	25
The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers	24
An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition	23
Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources	23
The development of peer networks and academic performance in learning communities in higher education	23
Researching and writing based on multiple texts	23
Music lessons enhance executive functions in 6- to 7-year-old children	22
Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey	22
Research on situated motivation and emotion: Progress and open problems	22
Complex fraction comparisons and the natural number bias: The role of benchmarks	22
Expectancy-value appraisals and achievement emotions in an online learning environment: Within- and between-person relationships	21
Analyzing temporal data for understanding the learning process induced by metacognitive prompts	21
Obtaining secondary students’ perceptions of instructional quality: Two-level structure and measurement invariance	20
Positive teacher-student relationships may lead to better teaching	20
The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics - A multilevel analysis	19
Enhancing children's math motivation with a joint intervention on mindset and gender stereotypes	19
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	18
Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage	18
Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics	18
Parent-child cohesion, self-esteem, and academic achievement: The longitudinal relations among elementary school students	18
The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings	17
Guiding the learner's cognitive processing of a narrated animation	17
Emotion recognition development: Preliminary evidence for an effect of school pedagogical practices	17
The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England	17
Distinguishing adaptive from routine expertise with rational number arithmetic	16
Teachers’ motivational profiles and their longitudinal associations with teaching quality	16
University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement	16
School grades and students’ emotions: Longitudinal models of within-person reciprocal effects	16
How does teacher bias influence students?: An introduction to the special issue on teachers’ implicit attitudes, instructional practices, and student outcomes	16
Does adding video and subtitles to an audio lesson facilitate its comprehension?	15
Executive functions as predictors of critical thinking: Behavioral and neural evidence	15
The role of engagement in immigrant students’ academic resilience	15
Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time?	15

Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills	15
Revisiting “The Power of Feedback” from the perspective of the learner	15
Methodological progress in the study of self-regulated learning enables theory advancement	15
Young children working together. Cooperative learning effects on group work of children in Grade 1 of primary education	15
The differences and similarities between curiosity and interest: Meta-analysis and network analyses	14
Adaptive feedback from artificial neural networks facilitates pre-service teachers’ diagnostic reasoning in simulation-based learning	14
Robust effects of the efficacy of explicit failure-driven scaffolding in problem-solving prior to instruction: A replication and extension	14
Teacher classroom interactions and behaviours: Indications of bias	14
Are first graders' arithmetic skills related to the quality of mathematics textbooks? A study on students’ use of arithmetic principles	14
Does what you get depend on who you are with? Effects of student composition on teaching quality	14
It's more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language	14
Self-regulated learning by writing learning protocols: Do goal structures matter?	13
It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades	13
Stimulating preschoolers’ focus on structure in repeating and growing patterns	13
Is academic tracking related to gains in learning competence? Using propensity score matching and differential item change functioning analysis for better understanding of tracking implications	13
Fourth graders’ adaptive strategy use in solving multidigit subtraction problems	13
Developmental trajectories of children's spatial skills: Influencing variables and associations with later mathematical thinking	13
Exploring the relationship between dialogic teacher talk and students’ persuasive writing	12
Does embedding learning supports enhance transfer during game-based learning?	12
Self-derivation through memory integration: A model for accumulation of semantic knowledge	12
A longitudinal investigation of syntactic awareness and reading comprehension in Chinese-English bilingual children	12
Effects of CLIL on second language learning: Disentangling selection, preparation, and CLIL-effects	12
Developmental pathways of early numerical skills during the preschool to school transition	11
Too little, too much: A limited range of practice 'doses' is best for retaining grapho-motor skill in children	11
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	11
Complexity of visual learning material moderates the effects of instructor's beat gestures and head nods in video lectures	11
Should I stay or should I go? Predictors and effects of studying abroad during high school	11
Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors	11
Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures	11
The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content	11
“We're looking good”: Social exchange and regulation temporality in collaborative design	11
How valid are student perceptions of teaching quality across education systems?	11
“They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school	11
Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect	11
Longitudinal inter-relations between school cultural socialization and school engagement: The mediating role of school climate	11
Effect of on-screen text on multimedia learning with native and foreign-accented narration	11