Educational Psychology Review

Papers
(The H4-Index of Educational Psychology Review is 30. 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.)
ArticleCitations
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality331
Activity Achievement Emotions and Academic Performance: A Meta-analysis157
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load134
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning108
Social Presence: Conceptualization and Measurement107
A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?104
The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct84
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)80
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms78
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement76
Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions72
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review70
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load67
Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis67
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants65
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda58
Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes46
Effects of Nature (Greenspace) on Cognitive Functioning in School Children and Adolescents: a Systematic Review44
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis43
Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis43
A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms42
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review39
Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review39
Distributed Scaffolding: Scaffolding Students in Classroom Environments38
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study38
Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta-analytic Review36
A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity35
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?33
Effective Strategies for Research Integrity Training—a Meta-analysis32
School Engagement in Elementary School: A Systematic Review of 35 Years of Research31
0.15742897987366