OOIR: Observatory of International Research

Papers

(The TQCC of Social Psychology of Education is 5. 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 2021-08-01 to 2025-08-01.)

Article	Citations
The roles of impostorism and academic help-seeking in undergraduate students’ sense of belonging and college completion intention	138
Towards education with a shared language: language learning strategies adopted by newly arrived immigrant and refugee adolescents in Danish schools	57
School connection through engagement associated with grade scores and emotions of adolescents: four factors to build engagement in schools	52
Correction: Growth mindset of socioeconomic status boosts academic-related outcomes	52
How do impostor feelings and general self-efficacy co-explain students’ test-anxiety and academic achievements: The preceding role of maternal psychological control	44
Students as the source of demotivation for teachers: A case study of Vietnamese university EFL teachers	36
Social participation in secondary school: The relation to teacher-student interaction, student characteristics and class-related variables	34
A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate	33
Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts	33
Ethnic discrimination in secondary education: Does the solution lie in multicultural education and the ethnic school composition?	30
Teachers’ intervention strategies for handling hate-speech incidents in schools	29
Assumptions of immigration status: A moderated mediation analysis of racial microaggressions and internalization impacting latinx and asian college students	26
Pair learning in virtual laboratories: implications for engagement, self-efficacy, and anxiety	24
Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years	21
The social contagion of job satisfaction from principals to teachers: Implications from TALIS	20
Implicit assumptions of (prospective) music school teachers about musically gifted students	19
Peer victimization and anxiety during COVID-19 pandemic: disentangling between and within person effects	19
Using personality traits to predict correspondence between self-perception of academic competence and achievement: A latent profile analysis study	19
Soft skills in high schools: integrating self-regulated learning and social, emotional, and behavioral skills frameworks	19
Correction to: Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students	19
Identifying core beliefs of an intercultural educator: How polyculturalism and group malleability beliefs shape teachers’ pedagogical thinking and practice	19
Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students	18
Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for academic achievement	17
The role of student and customer social identification on university students’ learning approaches and psychological well-being	17
The mediation of organizational commitment between collective teacher efficacy and work engagement	17

Correction: The role of empathy in support for inclusive education	17
Teacher teams: A safe place to work on creating and maintaining a positive school climate	16
Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers	16
School socioeconomic desegregation and student academic performance: evidence from a longitudinal study on middle school students in China	15
Ethnic hierarchies among pupils in Slovenia: Their ethnic belonging matters	15
Correction to: Adolescent wellbeing: Relative contributions of social emotional learning and microsystem supports	14
Teachers’ mindset meaning system: achievement goals, beliefs and classroom practices	14
The role of perceived ingroup norms about intergroup contact in intergroup friendship effects	14
Grade 12 students’ perceptions of educational tracks in Flanders	14
Seeking congruity for communal and agentic goals: a longitudinal examination of U.S. college women’s persistence in STEM	13
Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues	13
Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress: An observational study	13
Factors related to academic self-handicapping in Black students attending a predominantly White University	13
Academic stereotype threat and engagement of higher vocational students: A moderated mediation model	13
Trajectories of implicit theories of intelligence and emotional intelligence in secondary school	13
Belonging matters: a scoping review of survey instruments—prevalent measures and omissions	13
Understanding emotion-regulation strategies among foreign language teachers in response to classroom stressors: Findings from a Q methodology study	13
Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school?	13
Coping with diversity in classrooms: predicting Intercultural Self-Efficacy in mandatory education teachers	12
Correction to: Everything right or nothing wrong? Regulatory fit effects in an e-learning context	12
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI): The mediation role of growth mindset and teachers’ practices factors	12
Do students’ mindsets about emotional intelligence change over secondary school? Developmental paths in adolescence	12
The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work	12
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	11
Perceived teacher unfairness and school bullying victimization of senior-grade pupils: The mediating effect and gender difference of the sense of school belonging	11
When boys and girls make their first career decisions: Exploring the role of gender and field in high school major choice	11
Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model	11
Belongingness moderates student mindsets’ influence among first-generation, community college students of color	11
Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes	11
Autonomy support and students’ perceived social-emotional competence: predicting parent-reported social-emotional skills	10
Which STEM relationships promote science identities, attitudes, and social belonging? A longitudinal investigation with high school students from underrepresented groups	10
Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis	10
Sensitive minds, supportive environments: A gateway to marginality and dropout intentions, moderated by teacher-student relationships	10
Using fiction to improve intergroup attitudes: Testing indirect contact interventions in a school context	10
Testing the effect of agreement and discrepancy between teachers’ and students’ reported interpersonal behaviors on students’ motivation: a response surface analysis	9
Socio-emotional experiences of primary school students: Relations to teachers’ underestimation, overestimation, or accurate judgment of their cognitive ability	9
Achievement goals, self-efficacy, and psychological flexibility as antecedent of study engagement	9
Motivating and demotivating teaching styles: A comparison among planned, adopted, and perceived	9
Understanding academic expectations: the influence of students’ academic emotions on academic expectations and the mediational role of perceived teacher competence and warmth	8
Bullies, victims, and meanies: the role of child and classmate social and emotional competencies	8
Resilience as a professional competence: a new way towards healthy teachers?	8
Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics	8
Stressors and vulnerability during upper secondary school: subjective experiences of classroom climate and coping beliefs as predicting factors of school stress in Norway	8
Examining the association between social context and disengagement: Individual and classroom factors in two samples of at-risk students	8
The impact of fear of losing out (FoLO) on college students’ performance goal orientations and learning strategies in Singapore	8
Knowledge and comfort predict teaching about sexism in school teachers	8
How implicit racial bias and concern about appearing racist shape K-12 teachers’ race talk with students	8
Individual and classroom-level associations of within classroom friendships, friendship quality and a sense of peer community on bullying victimization	8
The homophily and centrality of LGBQ youth: A new story?	8
Chat or cheat? Academic dishonesty, risk perceptions, and ChatGPT usage in higher education students	8

Structural relationships between classroom emotional climate, teacher–student interpersonal relationships and students’ attitudes to STEM	8
Minoritized pupils’ reflections on their student-teacher relationship in mainstream and supplementary schools	7
Detecting the relationships of teacher’s growth mindset, grit, and receptivity in curriculum reform responding to PISA key-competency assessment	7
Goal complexes: Integrating achievement goals as standards and self-attributed motives as reasons underlying goal pursuit	7
The need for social recognition: the impact of teachers’ professional honor on their intention to move to urban schools in rural China	7
Mind the gap: Early-career teachers’ level of preparedness, professional development, working conditions, and feelings of distress	7
Discourses about grades and competency-based evaluation: Exploring communicative and situated meanings at an Italian high school	7
Cyberbullying and cyberstalking in higher education: policies and practices for supporting students and university staff	7
Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes	7
How good do you think you are with computers? The link between teachers’ perceived digital literacy, occupational efficacy, and psychological distress	7
Do growth mindsets reduce the big-fish-little-pond effect?	7
Automatic and controlled information processing in the context of students’ ethnic background and social status: An eye-tracking study	7
Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging	7
Instructor mindset beliefs and behaviors: How do students and instructors perceive them?	7
Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment	6
Exploring the mediating role of emotion regulation on the relationship between teachers’ resilience and their perceived stress	6
Individualism and collectivism’s impact on students’ academic helping interactions: an integrative review	6
Enhancing interaction quality in interdisciplinary group work: The impact of student motivation and teacher-initiated diversity climate	6
Social media use and academic outcomes: the mediating role of grit	6
Mapping routes from teacher identity to TPACK: mediating roles of technostress, belief and competency	6
Friends as a language learning resource in multilingual primary school classrooms	6
Diversifying STEM: Communal goal mismatch predicts student intentions	6
Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cul	6
Children’s perceived parental control and academic achievement during the COVID-19 pandemic	6
Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices	6
Does open classroom climate uniformly benefit students’ civic outcomes? The moderating role of students’ perceptions of teacher–student relationships	6
Reluctance to speak in college classrooms: academic causes and consequences	6
Nice, but not smart? Attributional backlash from displaying prosocial behavior in the classroom	6
Misperceptions of progress towards racial equality in educational attainment and their implications for policy preferences	6
Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children	6
Efficacy of imagined contact intervention with children and adolescents in reducing negative intergroup outcomes: A systematic review	6
The role of teachers in guiding student peer interactions: conceptions of pre-service teachers	6
“Black sheep”—physical, social, and behavioral diversity as a barrier to STEM educational choice	6
The role of student background characteristics and sense of belonging in the development of peer networks at the transition to higher education	6
‘At first I was overwhelmed, but then—I have to say—I did almost enjoy it’. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown	6
Teacher well-being and student achievement: A multilevel analysis	5
Life satisfaction, relatedness, and study engagement in the upper secondary school transition: the function of social support	5
Understanding motivation for implementing cooperative learning methods: a value-based approach	5
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefs	5
Adding the culturally specific ingredients: the Chinese and American models of learning persistence, including learning beliefs, choice and the internalization of learning motivation	5
Collective teacher culture and school goal structure: Associations with teacher self-efficacy and engagement	5
School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources	5
Pre-service teachers’ experiences with students impacted by trauma in the school setting	5
The relationships between teacher presenteeism, emotional demands, trust in principal and emotional exhaustion: A multilevel moderated mediated analysis	5
Unpacking classroom goal structures based on students’ own words	5
Achievement emotions predict transfer student academic success	5
Teacher support for basic needs is associated with socio-emotional skills: a self-determination theory perspective	5
Why do teachers intervene? understanding the relationship between subjective norms and teachers’ intervention in real-life bullying incidents	5
Assessing the association of adverse childhood events with academic performance in the U.S. adolescent population: a secondary data analysis	5
The relationship between teachers' homework feedback, students' homework emotions, and academic self-esteem: A multi-group analysis of gender differences	5
The role of empathy in support for inclusive education	5