OOIR: Observatory of International Research

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 2020-04-01 to 2024-04-01.)

Article	Citations
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality	248
Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students	128
Activity Achievement Emotions and Academic Performance: A Meta-analysis	112
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies	95
Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load	94
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning	77
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning	69
A Systematic Review of Research on Personalized Learning: Personalized by Whom, to What, How, and for What Purpose(s)?	65
Social Presence: Conceptualization and Measurement	63
Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation	62
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events	62
Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century	61
Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study	61
The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct	60
College Students’ Time Management: a Self-Regulated Learning Perspective	59
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms	57
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement	56
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda	54
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load	51
Developing Personalized Education: A Dynamic Framework	51
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants	51
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda	49
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)	48
Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis	48
Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis	46

Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions	45
The Relation Between Students’ Effort and Monitoring Judgments During Learning: A Meta-analysis	45
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review	45
Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom	45
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach	43
Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze	41
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning	41
Generative Learning: Which Strategies for What Age?	40
How Dimensional Comparisons Help to Understand Linkages Between Expectancies, Values, Performance, and Choice	38
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis	35