OOIR: Observatory of International Research

Papers

(The TQCC of British Journal of Educational Psychology is 7. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Mind, brain and education—Neuromechanisms during child development	155
Social comparison in the classroom: Priming approach/avoidance changes the impact of social comparison on self‐evaluation and performance	39
Investigating the educational experiences of transnational students: Differences in academic integration, social integration, and institutional and goal commitment	38
Antecedents of university students' self‐leadership: The roles of teacher developmental feedback and student proactive vitality management	36
The effects of working memory training on working memory, self‐regulation, and analogical reasoning of preschool children	32
	31
‘She is failing; he is learning’: Gender‐differentiated attributions for girls' and boys' errors	30
What individual, family, and school factors influence the identification of special educational needs in Wales?	28
Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West	27
A multidimensional, person‐centred perspective on teacher engagement: Evidence from Canadian and Australian teachers	27
“Teacher, forgive me, I forgot to do it!” The impact of children's prospective memory on teachers' evaluation of academic performance	24
The secret language of peers: How peer behaviours signal mindset and influence classroom experiences	23
Latent motivation profiles for choosing teaching as a career: How are they linked to self‐concept concerning teaching subjects and emotions during teacher education training?	23
Adolescent loneliness across the world and its relation to school climate, national culture and academic performance	22
Self‐efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes	21
Are curiosity and situational interest different? Exploring distinct antecedents and consequences	21
	20
Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties	20
	19
Issue Information	19
This is the way: Network perspective on targets for spatial ability development programmes	19
Understanding working memory as a facilitator of math problem‐solving: Offloading as a potential strategy	19
When closeness is effortful: Teachers’ physiological activation undermines positive effects of their closeness on student emotions	19
Pupillometric and blink measures of diverse task loads: Implications for working memory models	18
Educational experiences of young people with ADHD in the UK: Secondary analysis of qualitative data from the CATCh‐uS mixed‐methods study	17

Issue Information	17
Achievement goal profiles and their associations with math achievement, self‐efficacy, anxiety and instructional quality: A single and multilevel mixture study	17
Issue Information	15
Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective	15
Long‐term labour market and economic consequences of school exclusions in England: Evidence from two counterfactual approaches	15
Error climate and alienation from teachers: A longitudinal analysis in primary school	15
Teacher–student relationships and adolescents’ school satisfaction: Behavioural engagement as a mechanism of change	15
Developmental links between well‐being, self‐concept and prosocial behaviour in early primary school	14
Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self‐determination perspective	14
Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years	14
Children's anxiety, academic self‐efficacy, and intergenerational transmission of worries regarding the transition to middle school	14
Boarding versus day‐students: A mixed‐methods analysis of sleep and its relationship with psychological distress	14
On the influence of social norms on individual achievement goals	13
The aetiology of educational attainment: A nuclear twin family study into the genetic and environmental influences on school leaving certificates	13
Re‐examining cognitive load measures in real‐world learning: Evidence from both subjective and neurophysiological data	13
Editorial Acknowledgement	13
Issue Information	13
Issue Information	12
Contrasting stances at the crossroads of debugging learning opportunities	12
A closer look at the domain‐specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large‐scale longitudinal studies	12
A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement	12
The essential role of peer relationships in students' motivation during adolescence	12
What counts as STEM, and does it matter?	12
The associations between teachers' lesson‐specific emotions and observed teacher–student interactions and student engagement	12
Editorial Acknowledgement	12
Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States	12
Creative expressiveness in childhood writing predicts educational achievement beyond motivation and intelligence: A longitudinal, genetically informed study	11
Issue Information	11
Reading with induced worry: The role of physiological self‐regulation and working memory updating in text comprehension	11
A reciprocal association between interpersonal relationship quality and student's positive affect: A three‐wave random intercept cross‐lagged study in a Chinese primary mathematics learning context	11
Metacognitive prompts and numerical ordinality in solving word problems: An eye‐tracking study	11
The relation between trait flow and engagement, understanding, and grades in undergraduate lectures	11
Mechanisms underlying the relations between parents' perfectionistic tendencies and young children's mathematical abilities	11
Seeing myself through the eyes of my peers: Explaining the self‐concept of students with and without special educational needs through acceptance and friendship	11
Socio‐economic status, mastery‐approach goals and learning‐related outcomes: Mediation and moderation	11
Unpacking the relation between morphological awareness and reading comprehension in Chinese children	10
Factors and experiences that influence school mobility for autistic students: A systematic review	10
Motivating tones to enhance education: The effects of vocal awareness on teachers' voices	10
The relationship between trait‐ and state‐math anxiety and math engagement: The role of math learning context and task difficulty	10
Flow experience fosters university students' well‐being through psychological resilience: A longitudinal design with cross‐lagged analysis	10
Issue Information	10
How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling	10
Motivational development in times of campus closure: Longitudinal trends in undergraduate students' need satisfaction and intrinsic learning motivation	10
Changes in control and value appraisals predict changes in learning enjoyment: A four‐wave analysis among lower secondary school students	10
Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes	10
Boredom due to being over‐ or under‐challenged in mathematics: A latent profile analysis	10
Do you prefer to collaborate with students pursuing the same goals? – A network analysis of physical education classes	9
The unrecognized potential of potential‐based achievement goals	9
Academic language use in middle school informational writing	9
The impact of school exclusion in childhood on health and well‐being outcomes in adulthood: Estimating causal effects using inverse probability of treatment weighting	9

More homework improve mathematics achievement? Differential effects of homework time on different facets of students' mathematics achievement: A longitudinal study in China	9
Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate	9
Integrating numerical cognition research and mathematics education to strengthen the teaching and learning of early number	9
How is teaching quality related to achievement emotions in secondary low‐ and high‐achieving students: A cross‐sectional study in Chinese mathematics classrooms	9
‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID‐19 in England	8
Groups, goals, and growth: How peer acceptance shapes student development in co‐curricular activities	8
	8
Math attitudes and math anxiety predict students' perception of teacher support in primary school, but not vice versa	8
Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students	8
Cultural diversity approaches in schools and adolescents’ willingness to support refugee youth	8
Gender differences in effects of learning self‐efficacy on learning burnout among higher vocational college students in China	8
“I can teach what’s in the book”: Understanding the why and how behind teachers’ implementation of a social‐emotional learning (SEL) focused curriculum in rural Malawi	8
Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias	8
An experimental comparison of additional training in phoneme awareness, letter‐sound knowledge and decoding for struggling beginner readers	8
Left visual field bias during face perception aligns with individual differences in reading skills and is absent in dyslexia	7
Teachers' motivational prosody: A pre‐registered experimental test of children's reactions to tone of voice used by teachers	7
Unveiling situation‐specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis	7
Parents' use of sustained shared thinking during joint mathematics activities with young children: An investigation of its measurement, antecedents, and outcomes	7
Primary‐secondary school transition under Covid‐19: Exploring the perceptions and experiences of children, parents/guardians, and teachers	7
Academic self‐concept and reading comprehension among students with learning disabilities: Serial mediating effect of reading anxiety and reading motivation	7
Choice matters: Pupils' stress regulation, brain development and brain function in an outdoor education project	7
Associations between sleep, reading, and mathematics in Taiwanese children	7
The impact of relative age effects on psychosocial development: A systematic review	7
Experiences of peer victimization and teacher support in secondary school predict university enrolment 5 years later: Role of school engagement	7
Is inclusive education for children with special educational needs and disabilities an impossible dream?	7
Relationship quality in higher education and the interplay with student engagement and loyalty	7
Discussion of the special issue on cognitive load theory	7
Differential return on investment: Academic growth in mathematics and reading based on initial performance	7
Biophysiological stress markers relate differently to grit and school engagement among lower‐ and higher‐track secondary school students	7
The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents	7
Using the theory of planned behaviour to predict pre‐service teachers' preferences for scientific sources	7
Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components	7
‘She didn't know how to go back’: School attendance problems in the context of the COVID‐19 pandemic—A multiple stakeholder qualitative study with parents and professionals	7