OOIR: Observatory of International Research

Papers

(The TQCC of Educational Psychology Review is 20. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Meeting John Bransford	319
Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis	202
The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis	178
How Prosodic Sensitivity Contributes to Reading Comprehension: a Meta-Analysis	161
Pretesting Enhances Learning in the Classroom	145
Conditions for Effective Learning from Erroneous Examples: A Systematic Review	130
The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education	123
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories	123
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review	122
Confounded or Controlled? A Systematic Review of Media Comparison Studies Involving Immersive Virtual Reality for STEM Education	93
A Systematic Review on Student Engagement in Undergraduate Mathematics: Conceptualization, Measurement, and Learning Outcomes	91
Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy	87
Complex Social Ecologies and the Development of Academic Motivation	86
A Computational Model of School Achievement	83
Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper	82
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?	78
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis	68
Does Retrieval Demand Moderate the Effectiveness of Covert Retrieval Practice? Comparing Covert and Overt Retrieval Practice for Learning Key Terms and Definitions	68
Effect of the Instructor’s Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-Level Meta-Analyses	66
Retrieval Practice Versus Elaborative Encoding: A Systematic and Meta-analytic Review	63
Investigating Success in the Transition to University: A Systematic Review of Personal Risk and Protective Factors Influencing Academic Achievement	59
Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective	59
Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively	58
Motivating Motivation Regulation Research—An Evidence and Gap Map Approach	57
Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures	57

Should we Tell Teachers That They Are (In)Correct? How Personalized Refutation Text Promotes or Hampers Conceptual Change	56
The Biological Benefits of Failure on Learning and Tools to Manage the Fallout	55
The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis	55
The Role of Language Aptitude in Child Second Language Learning: A Meta-analysis	55
The Effect of Prequestions on Learning: A Multilevel Meta-Analysis	53
Concreteness and Abstraction in Mathematics Education: A Taxonomy of the Semantic Landscape	53
Seeking a Comprehensive Theory About the Development of Scientific Thinking	53
Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney	52
“I Felt Like I Completely Belonged in That Class”: Gender and the Development of Sense of Belonging in K-12 STEM Education	51
Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support	51
Seductive Details, Cognitive Load, and Learning Outcomes: A Multi-level Meta-analysis and MASEM	50
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System	48
Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions	48
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis	47
Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing	46
On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging	45
Emotion Regulation Strategies and Academic Achievement among Secondary and University Students: A Systematic Review and Meta-Analysis	45
The Role of Haptic Interaction in Embodied Extended-Reality Learning: A Three-Level Meta-Analysis	45
Gender Disparity in Computational Thinking Pedagogy and Assessment: A Three-Level Meta-Analysis	44
A Meta-Analysis on Teachers’ Growth Mindset	43
Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction	43
The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach	43
A Systematic Review of Graduate Students’ Research Motivation: Themes, Theories, and Methodologies	41
Adaptive Education: Learning and Remembering with a Stone-Age Brain	41
The Reciprocal Effects Model is Robust to Alternative Modeling Specifications: A Response to Sorjonen et al., 2025	41
Active Student Participation in Whole-School Interventions in Secondary School. A Systematic Literature Review	40
Navigating Spatial Ability for Mathematics Education: a Review and Roadmap	40
The Past, Present, and Future of the Cognitive Theory of Multimedia Learning	39
The Forward Effect of Judgements of Learning on Memory and Transfer in Inductive Learning	39
Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research	39
From AI as a Relational Breaker to a Relational Broker: Comment on Bauer et al. (2025)	39
A Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat	38
The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: A Critical Systematic Review with Multilevel Meta-Analysis	37
Emotions Are Not Random: Machine Learning Reveals Predictable Patterns in a 21-Day Second Language Learning Trajectory	37
Understanding Learning Strategy Use Through the Lens of Habit	37
Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence	36
How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement	35
Children’s Evolved Learning Abilities and Their Implications for Education	35
Managing Student Digital Distraction in the College Classroom: a Self-Determination Theory Perspective	35
Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom	35
Effects of School-led Greenspace Interventions on Mental, Physical and Social Wellbeing in Children and Adolescents: A Systematic Review	35
A Systematic Review of Self-Regulated Learning through Integration of Multimodal Data and Artificial Intelligence	34
Visualizing a Task Performer’s Gaze to Foster Observers’ Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples	33
A Scoping Review of School-Based Prevention Programs for Indigenous Students	33
What Works for Teaching Word Reading to Adolescents? A Meta-Analytic Investigation	33
Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education	33
Measuring the Quality of Adult–Child Interactions in the Context of ECEC: a Systematic Review on the Relationship with Developmental and Educational Outcomes	32
A Systematic Review of Peer Assessment Design Elements	32
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development	32
Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review	32

Daniel H. Robinson: Bloody Mary for the AERA Attendee’s Soul: Volume I	31
An In-depth Review of Conscientiousness and Educational Issues	31
The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom	31
Writing Motivation Questionnaire: Factorial and Construct Validity with Middle School Students	30
Identifying the Most Cited Articles and Authors in Educational Psychology Journals from 1988 to 2023	30
Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology	29
How Does Family Socioeconomic Status Influence Children’s Reading Ability? Evidence from Meta-analytic Structural Equation Modeling	29
The Relation Between Patterning Skills and Children’s Mathematical Achievement: A Meta-Analysis	28
Toward an Integrated Model of the Individual Differences in Mathematical Flexibility	28
Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses	27
Narrowing (Achievement) Gaps in Higher Education with a Social-Belonging Intervention: A Systematic Review	27
Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions	27
Motivating the Learning Process: Integrating Self-Determination Theory Into a Dynamical Systems Framework	27
Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology	27
A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators	27
A Network Meta-analysis of Multi-component Reading Interventions for Students with Reading Difficulties: Active-Ingredient vs. Ingredient-Interaction?	26
Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant?	26
Peer Mindset Culture as a Developmental Context for Belonging	26
Research Avenues Supporting Embodied Cognition in Learning and Instruction	26
Strengthening Conscientiousness by Means of Interventions: A Systematic Review	25
To Trace or Not to Trace? Mimicry in Timed Multimedia Lessons with Pointing and Tracing	25
The Effect of Psychological Interventions on Statistics Anxiety, Statistics Self-Efficacy, and Attitudes Toward Statistics in University Students: A Systematic Review	25
Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence	25
Charting the Murky Waters of Motivational Climate Measurement: Past Approaches and Future Directions	25
Increasing Video Lecture Playback Speed Can Impair Test Performance – a Meta-Analysis	25
The Role of Functional Near-Infrared Spectroscopy in Collaborative Research: A systematic Review	24
The Powerful Teacher: A Power Hypothesis for the Benefits of Learning-by-Teaching	23
Differential Effects of Objective and Subjective Nature Contact on Social, Cognitive, and Academic Outcomes across the Lifespan: A Three-Level Meta-Analysis	23
The Personalized Learning by Interest Effect on Interest, Cognitive Load, Retention, and Transfer: A Meta-Analysis	23
Is Adolescent Bullying an Evolutionary Adaptation? A 10-Year Review	22
Situational Motivation in Academic Learning: A Systematic Review	22
Discovering Internal Validity Threats and Operational Concerns in Single-Case Experimental Designs Through Directed Acyclic Graphs	22
Reporting and Design Considerations for SMART Behavioral Science Research	22
Brief Pre-Class Physical Exercise Selectively Enhances Mathematics-Specific Inhibitory Control: A Cluster-Randomized Trial in Authentic Classrooms	22
Promoting Temporal Investigations of Development in Context: a Systematic Review of Longitudinal Research Linking Childhood Circumstances and Learning-related Outcomes	21
Re-Experiencing vs. Self-Explaining: Comparing Generative Learning Activities in VR	21
Evolution of a Learning Theory: In Praise of Scientific Speculation	21
Tracing and Pointing Support Multimedia Learning: A Cross-Cultural Replication	21
A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity	21
Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions	21
An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge	20
Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis	20
Cognitive Control in Adolescents and Young Adults with Media Multitasking Experience: a Three-Level Meta-analysis	20
How Personality Matters for Education Research	20
The Affordability Solution: a Systematic Review of Open Educational Resources	20
Validity of Early-Grade Screening Tools in the Three Tier (RTI/MTSS) Model: A Systematic Review and Meta-Analysis of Literacy, Language, and Mathematics	20
A Multilevel Meta-analysis of Language Mindsets and Language Learning Outcomes in Second Language Acquisition Research	20
Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies	20