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 2020-03-01 to 2024-03-01.)

Article	Citations
The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions	88
Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors	59
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions	52
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	37
Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status	34
Factors that contribute to the underrepresentation of women in science careers worldwide: a literature review	33
The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: a review and directions for future research	32
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
Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy	21
Teacher support and the social classroom environment as predictors of student loneliness	19
Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors	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
Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for academic achievement	18
Schooling experience and academic performance of Taiwanese students: the importance of psychosocial effects, positive emotions, levels of best practice, and personal well-being	17
Towards fostering growth mindset classrooms: identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students	17
Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal	16
Understanding procrastination: A case of a study skills course	16
Academic self-efficacy, self-esteem, and grit in higher online education: Consistency of interests predicts academic success	15
Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?	15
A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing	15
Is reading a feminine domain? The role of gender identity and stereotypes in reading motivation in Chile	15

Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator	14
Achievement and beliefs outcomes of students with high and low expectation teachers	13
Testing the social-ecological factors of school belonging in native-born, first-generation, and second-generation Australian students: A comparison study	13
How does race play out in schools? A scoping review and thematic analysis of racial issues in Australian schools	13
A multilevel examination of teachers’ occupational commitment: the roles of job resources and disruptive student behavior	13
Tests and academic cheating: do learning tasks influence cheating by way of negative evaluations?	13
Problematic internet use and academic achievement: a focus on interpersonal behaviours and academic engagement	12
Gender achievement gaps: the role of social costs to trying hard in high school	12
Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early and mid-adolescence	12
Opening minds by supporting needs: do autonomy and competence support facilitate mindfulness and academic performance?	12
Collective teacher culture: exploring an elusive construct and its relations with teacher autonomy, belonging, and job satisfaction	11
The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students	11
Drivers of technology adoption during the COVID-19 pandemic: The motivational role of psychological needs and emotions for pre-service teachers	11
Social-emotional need satisfaction, prosocial motivation, and students’ positive behavioral and well-being outcomes	10
Girls suffer: the prevalence and predicting factors of emotional problems among adolescents during upper secondary school in Norway	10
Teacher expectation effects in Chinese junior high schools: Exploring links between teacher expectations and student achievement using a hierarchical linear modelling approach	9
Teachers’ experiences and recommendations to support refugee students exposed to trauma	9
A review of growth mindset intervention in higher education: the case for infographics in cultivating mindset behaviors	9
Can a values-affirmation intervention bolster academic achievement and raise critical consciousness? Results from a small-scale field experiment	9
The relationships between bonding social capital, personal belief in a just world and well-being: an analysis of a diverse student sample	9
Classroom goal structures and communication style: the role of teacher immediacy and relevance-making in students’ perceptions of the classroom	9
Teaching scared: pre-service teacher appraisals of racial stress, socialization and classroom management self-efficacy	9
How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system	9
Stereotype threat as an antecedent to domain identification and achievement in language arts in boys: a cross-sectional study	8
Achievement development is less important for school-placement recommendations when students are stereotyped	8
Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment	8
Do adolescents want death to be included in their education?	8
The effect of academic performance, individualistic and collectivistic orientation on Chinese youth’s adjustment	8
Does classroom social comparison bias students’ evaluation of their own competence?	8
Associations of social and emotional competencies, academic efficacy beliefs, and emotional distress among students in lower secondary school	8
Are teachers’ personal values related to their attitudes toward inclusive education? A correlational study	8
Associations between burnout and personal and professional characteristics: a study of Portuguese teachers	7
Teachers’ awareness in identifying microaggressive behaviors within the K-12 classroom	7
‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students	7
Collective teacher culture and school goal structure: Associations with teacher self-efficacy and engagement	7
Self-efficacy for instructional leadership: relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit	7
Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement	7
Cross-cultural differences in academic self-efficacy and its sources across socialization contexts	7
Ethnic discrimination in secondary education: Does the solution lie in multicultural education and the ethnic school composition?	7
Achievement may be rooted in teacher expectations: examining the differential influences of ethnicity, years of teaching, and classroom behaviour	7
Pygmalion in the genes? On the potentially negative impacts of polygenic scores for educational attainment	6
Gender matters when sports engagement and self-efficacy interact with academic achievement	6
Teacher well-being and student achievement: A multilevel analysis	6
Burning out before they start? An achievement goal theory perspective on medical and education students	6
Intentions to quit upper secondary education among first generation immigrants and native Norwegians: the role of loneliness and peer victimization	6
Has the ship sailed? The causes and consequences of school dropout from an ecological viewpoint	6
The buffering effect of parent social support in the longitudinal associations between cyber polyvictimization and academic outcomes	6
Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction	6
Unravelling socioeconomic school composition effects on higher education enrollment: the role of students’ individual and shared feelings of futility and self-efficacy	6
School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources	6

Self-efficacy and academic success among diverse first-generation college students: The mediating role of self-regulation	5
Parent involvement, expectancy values, and STEM outcomes among underrepresented adolescents	5
Addressing racial misinformation at school: a psycho-social intervention aimed at reducing ethnic moral disengagement in adolescents	5
Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective	5
I checked the prof on ratemyprofessors: effect of anonymous, online student evaluations of professors on students’ self-efficacy and expectations	5
The influence of in-group and out-group favouritism on the disciplinary practice of ethnic majority and minority preservice teachers	5
Non-communicated judgements of, versus feedback on, students’ essays: Is feedback inflation larger for students with a migration background?	5
Does parental concern about their child performance matter? Transactional links with the student's motivation and development of self-directed learning behaviors	5
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance	5
Structural relationships between classroom emotional climate, teacher–student interpersonal relationships and students’ attitudes to STEM	5
Patterns of motivation and communication in learning environments: a latent profile analysis	5
Examining the effectiveness of brief interventions to strengthen a positive implicit relation between women and STEM across two timepoints	5
Social factors of procrastination: group work can reduce procrastination among students	5
Teachers with a growth mindset are motivated and engaged: the relationships among mindsets, motivation, and engagement in teaching	5
Sixty seconds about each student–studying qualitative and quantitative differences in teachers’ knowledge and perceptions of their students	5
Parent and Sibling Science Support for Latinx Adolescents	5