OOIR: Observatory of International Research

Papers

(The H4-Index of Social Psychology of Education is 18. 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 impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions	89
Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors	60
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions	54
High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes	38
The role of passion for studies on academic procrastination and mental health during the COVID-19 pandemic	38
Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status	36
Factors that contribute to the underrepresentation of women in science careers worldwide: a literature review	34
The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: a review and directions for future research	33
Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying	31
When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year	28
Achievement goal contagion: mastery and performance goals spread among classmates	25
A scoping review of the relationship between students’ ICT and performance in mathematics and science in the PISA data	24
Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for academic achievement	23
Towards fostering growth mindset classrooms: identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students	19
Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors	19
Teacher support and the social classroom environment as predictors of student loneliness	19
Contribution of social support to home-quarantined Chinese college students’ well-being during the COVID-19 pandemic: the mediating role of online learning self-efficacy and moderating role of anxiety	19
Understanding procrastination: A case of a study skills course	18