OOIR: Observatory of International Research

Papers

(The H4-Index of Learning and Individual Differences 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 2020-11-01 to 2024-11-01.)

Article	Citations
ChatGPT for good? On opportunities and challenges of large language models for education	1165
Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions	93
Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018	59
Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms	50
University students’ interest and burnout profiles and their relation to approaches to learning and achievement	34
Self-oriented learning perfectionism and English learning burnout among EFL learners using mobile applications: The mediating roles of English learning anxiety and grit	33
Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis	32
Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation	31
Should I grade or should I comment: Links among feedback, emotions, and performance	30
Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm	27
Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning	27
Need-supportive teaching is positively associated with students' well-being: A cross-cultural study	26
The intraindividual co-occurrence of anxiety and hope in procrastination episodes during exam preparations: An experience sampling study	26
Increasing teaching effectiveness in entrepreneurship education: Course characteristics and student needs differences	25
Mutual relationships between the levels of and changes in interest, self-efficacy, and perceived difficulty during task engagement	25
Students’ achievement motivation moderates the effects of interpolated pre-questions on attention and learning from video lectures	24
Does ICT use matter? The relationships between students' ICT use, motivation, and science achievement in East Asia	21
The effect of 5E-based STEM education on academic achievement, scientific creativity, and views on the nature of science	21
Mathematics interest, anxiety, self-efficacy and achievement: Examining reciprocal relations	21
Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures	20
Exploring effects of culture on students' achievement motives and goals, self-efficacy, and willingness for public performances: The case of Chinese students' speaking English in class	20