OOIR: Observatory of International Research

Papers

(The H4-Index of Educational Psychology Review is 44. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Meeting John Bransford	319
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis	202
The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis	178
How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis	161
Pretesting Enhances Learning in the Classroom	145
Conditions for Effective Learning from Erroneous Examples: A Systematic Review	130
The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education	123
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories	123
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review	122
Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education	93
A Systematic Review on Student Engagement in Undergraduate Mathematics: Conceptualization, Measurement, and Learning Outcomes	91
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy	87
Complex Social Ecologies and the Development of Academic Motivation	86
A Computational Model of School Achievement	83
Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper	82
Commentary: How can We Come to Terms when Discussing the Role of Effort from the Perspective of Cognitive Load Theory and Theories of Self-regulated Learning?	78
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis	68
Does Retrieval Demand Moderate the Effectiveness of Covert Retrieval Practice? Comparing Covert and Overt Retrieval Practice for Learning Key Terms and Definitions	68
Effect of the Instructor’s Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses	66
Retrieval Practice Versus Elaborative Encoding: A Systematic and Meta-analytic Review	63
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement	59
Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective	59
Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively	58
Motivating Motivation Regulation Research—An Evidence and Gap Map Approach	57
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures	57

Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change	56
The Biological Benefits of Failure on Learning and Tools to Manage the Fallout	55
The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis	55
The Role of Language Aptitude in Child Second Language Learning: A Meta-analysis	55
Seeking a Comprehensive Theory About the Development of Scientific Thinking	53
The Effect of Prequestions on Learning: A Multilevel Meta-Analysis	53
Concreteness and Abstraction in Mathematics Education: A Taxonomy of the Semantic Landscape	53
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney	52
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support	51
“I Felt Like I Completely Belonged in That Class”: Gender and the Development of Sense of Belonging in K-12 STEM Education	51
Seductive Details, Cognitive Load, and Learning Outcomes: A Multi-level Meta-analysis and MASEM	50
Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions	48
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System	48
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis	47
Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing	46
The Role of Haptic Interaction in Embodied Extended-Reality Learning: A Three-Level Meta-Analysis	45
On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging	45
Emotion Regulation Strategies and Academic Achievement among Secondary and University Students: A Systematic Review and Meta-Analysis	45
Gender Disparity in Computational Thinking Pedagogy and Assessment: A Three-Level Meta-Analysis	44