OOIR: Observatory of International Research

Papers

(The H4-Index of Social Psychology of Education is 17. 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 2021-02-01 to 2025-02-01.)

Article	Citations
Can growth grow? Measuring growth rate orientation (GRO) beliefs: An unexplored avenue into understanding mindsets	103
Cyberbullying and cyberstalking in higher education: policies and practices for supporting students and university staff	85
The influence of peers’ parental education on adolescent academic performance: the mediating role of educational aspirations	49
The role of ethnic origin and situational information in teachers’ reactions to social exclusion among students	46
Self-determination theory and teachers’ motivations to perform emotional labor and emotion work: qualitative study of narratives about coping with students’ discipline problems	46
Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized contr	36
School diversity models revisited: A plea and first evidence for a domain specific approach	33
The effect of academic performance, individualistic and collectivistic orientation on Chinese youth’s adjustment	29
Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study	28
Relative deprivation and educational aspirations of 15-year-old adolescents in Japan	27
Growth mindset as a protective factor for middle schoolers at academic risk	27
Are teachers’ personal values related to their attitudes toward inclusive education? A correlational study	22
Detecting the relationships of teacher’s growth mindset, grit, and receptivity in curriculum reform responding to PISA key-competency assessment	22
Social rejection from the perspective of latency-age children: Moral failing or normative phenomenon?	21
Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children	21
How do perceived teacher beliefs and classroom goal structures relate to motivations and enrollments in secondary school mathematics and English?	20
“I wish I could say, ‘Yeah, both the same’”: Cultural stereotypes and individual differentiations of preservice teachers about different low socioeconomic origins	18