OOIR: Observatory of International Research

Papers

(The H4-Index of Educational Psychology Review is 38. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Meeting John Bransford	202
The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis	160
A Computational Model of School Achievement	134
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review	103
How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis	102
The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education	102
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy	100
Conditions for Effective Learning from Erroneous Examples: A Systematic Review	91
A Systematic Review on Student Engagement in Undergraduate Mathematics: Conceptualization, Measurement, and Learning Outcomes	78
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
Pretesting Enhances Learning in the Classroom	71
Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper	70
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis	69
Complex Social Ecologies and the Development of Academic Motivation	69
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories	68
Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education	65
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis	57
Does Retrieval Demand Moderate the Effectiveness of Covert Retrieval Practice? Comparing Covert and Overt Retrieval Practice for Learning Key Terms and Definitions	55
The Biological Benefits of Failure on Learning and Tools to Manage the Fallout	55
Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective	55
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?	52
Effect of the Instructor’s Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses	52
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures	51
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives	49
The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis	46

Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively	45
Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning	43
Motivating Motivation Regulation Research—An Evidence and Gap Map Approach	43
Retrieval Practice Versus Elaborative Encoding: A Systematic and Meta-analytic Review	42
Seeking a Comprehensive Theory About the Development of Scientific Thinking	42
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement	42
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney	42
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis	41
Concreteness and Abstraction in Mathematics Education: A Taxonomy of the Semantic Landscape	40
A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research	40
On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging	40
Emotion Regulation Strategies and Academic Achievement among Secondary and University Students: A Systematic Review and Meta-Analysis	39
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System	39