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 2021-08-01 to 2025-08-01.)
ArticleCitations
How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis172
Meeting John Bransford143
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy107
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis102
Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper99
Pretesting Enhances Learning in the Classroom90
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis89
The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education80
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories80
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review72
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?72
A Computational Model of School Achievement70
A Systematic Review on Student Engagement in Undergraduate Mathematics: Conceptualization, Measurement, and Learning Outcomes61
Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education60
The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis58
Complex Social Ecologies and the Development of Academic Motivation55
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants55
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?54
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement51
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures50
The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis48
Effect of the Instructor’s Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses48
Does Retrieval Demand Moderate the Effectiveness of Covert Retrieval Practice? Comparing Covert and Overt Retrieval Practice for Learning Key Terms and Definitions47
Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective44
Motivating Motivation Regulation Research—An Evidence and Gap Map Approach44
The Biological Benefits of Failure on Learning and Tools to Manage the Fallout44
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 Productively41
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives41
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support40
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney40
Seeking a Comprehensive Theory About the Development of Scientific Thinking39
On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging38
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis38
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System36
A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research35
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