Social Psychology of Education

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 2020-10-01 to 2024-10-01.)
ArticleCitations
The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions98
Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors77
High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes48
The role of passion for studies on academic procrastination and mental health during the COVID-19 pandemic46
Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status44
Towards fostering growth mindset classrooms: identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students33
Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for academic achievement30
Understanding procrastination: A case of a study skills course25
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 anxiety25
How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system23
Drivers of technology adoption during the COVID-19 pandemic: The motivational role of psychological needs and emotions for pre-service teachers22
Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal22
Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?22
Teacher support and the social classroom environment as predictors of student loneliness22
Academic self-efficacy, self-esteem, and grit in higher online education: Consistency of interests predicts academic success21
Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator21
A multilevel examination of teachers’ occupational commitment: the roles of job resources and disruptive student behavior19
A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing19
Testing the social-ecological factors of school belonging in native-born, first-generation, and second-generation Australian students: A comparison study18
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