OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychology Review is 16. 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
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events	62
Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation	62
Meta-Analysis of Emotional Designs in Multimedia Learning: A Replication and Extension Study	61
Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century	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
Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants	51
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load	51
Developing Personalized Education: A Dynamic Framework	51
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda	49
Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis	48
The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)	48
Test Anxiety and Physiological Arousal: A Systematic Review and Meta-Analysis	46

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
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
Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach	43
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning	41
Student Characteristics in the Eyes of Teachers: Differences Between Novice and Expert Teachers in Judgment Accuracy, Observed Behavioral Cues, and Gaze	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
Learning Foreign Language Vocabulary with Gestures and Pictures Enhances Vocabulary Memory for Several Months Post-Learning in Eight-Year-Old School Children	34
Does the Fourth-Grade Slump in Creativity Actually Exist? A Meta-analysis of the Development of Divergent Thinking in School-Age Children and Adolescents	34
The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks	33
Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?	33
Self-management as a Bridge Between Cognitive Load and Self-regulated Learning: the Illustrative Case of Seductive Details	33
Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review	33
Effect of a Time-Efficient Physical Activity Intervention on Senior School Students’ On-Task Behaviour and Subjective Vitality: the ‘Burn 2 Learn’ Cluster Randomised Controlled Trial	32
To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights	32
Effects of Nature (Greenspace) on Cognitive Functioning in School Children and Adolescents: a Systematic Review	32
A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms	32
Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis	30
Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences	30
An Interactive Layers Model of Self-Regulated Learning and Cognitive Load	30
Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes	28
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?	27
Student Teachers’ and Teacher Educators’ Professional Vision: Findings from an Eye Tracking Study	27
Do Judgments of Learning Directly Enhance Learning of Educational Materials?	26
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review	26
Effective Strategies for Research Integrity Training—a Meta-analysis	25
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study	25
School Engagement in Elementary School: A Systematic Review of 35 Years of Research	24
The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis	24
Distributed Scaffolding: Scaffolding Students in Classroom Environments	24
Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains	24
Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions	23
A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research	22
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept	22
Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?	22
Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt	21
The Relation Between Teacher-Student Eye Contact and Teachers’ Interpersonal Behavior During Group Work: a Multiple-Person Gaze-Tracking Case Study in Secondary Mathematics Education	21
A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts	21
There is an Evidence Crisis in Science Educational Policy	20
Multidimensional Perfectionism and Test Anxiety: a Meta-analytic Review of Two Decades of Research	20
The Role of Evolutionary Psychology in Our Understanding of Human Cognition: Consequences for Cognitive Load Theory and Instructional Procedures	20
Educational Psychology Early Career Award Winners: How Did They Do It?	20
Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog	20
Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance	20
Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses	20
Investigation of Single-Case Multiple-Baseline Randomization Tests of Trend and Variability	19
Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research	19

The Role of Individual Differences in Sourcing: a Systematic Review	19
Sequencing Tracing with Imagination	18
Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation	18
Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations	18
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives	17
Inhibition and Conceptual Learning in Science: a Review of Studies	17
Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments	17
Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling	16
What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?	16
Socioeconomic Status and Academic Achievement in Primary and Secondary Education: a Meta-analytic Review	16
Does Touching Real Objects Affect Learning?	16