Educational Psychology Review

Papers
(The H4-Index of Educational Psychology Review is 35. 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.)
ArticleCitations
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis219
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy157
The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education147
Pretesting Enhances Learning in the Classroom124
How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis123
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review108
The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis98
Meeting John Bransford90
A Computational Model of School Achievement87
Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper81
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants75
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories71
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis65
Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education63
Complex Social Ecologies and the Development of Academic Motivation63
The Biological Benefits of Failure on Learning and Tools to Manage the Fallout62
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?59
Motivating Motivation Regulation Research—An Evidence and Gap Map Approach58
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives57
Effect of the Instructor’s Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses55
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement49
Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective48
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures47
A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence45
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning43
Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively43
The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis41
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney40
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System40
A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research40
On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging37
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis36
Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing36
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support36
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?35
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