OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Educational Psychology is 31. 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 2021-04-01 to 2025-04-01.)

Article	Citations
Supplemental Material for What Are the Long-Term Prospects for Children With Comprehension Weaknesses? A Registered Report Investigating Education and Employment Outcomes	175
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?	153
Supplemental Material for Does Instructional Quality Mediate the Link Between Teachers’ Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports	76
Using choice and utility value to promote interest: Stimulating situational interest in a lesson and fostering the development of interest in statistics.	76
Supplemental Material for The Need for Relatedness in College Engineering: A Self-Determination Lens on Academic Help Seeking	72
Supplemental Material for Morphology in Reading Comprehension Among School-Aged Readers of English: A Synthesis and Meta-Analytic Structural Equation Modeling Study	67
Supplemental Material for Promoting an Agentic Orientation: An Intervention in University Psychology and Physical Science Courses	66
Supplemental Material for Earlier Understanding of Mathematical Equivalence in Elementary School Predicts Greater Algebra Readiness in Middle School	64
Supplemental Material for Relations of Epistemic Beliefs With Motivation, Achievement, and Aspirations in Science: Generalizability Across 72 Societies	59
Supplemental Material for How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children With Reading Disabiliti	56
Supplemental Material for What Are They Thinking? Exploring College Students’ Mental Processing and Decision Making About COVID-19 (Mis)Information on Social Media	54
Supplemental Material for Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation	52
Supplemental Material for Growth Goal Setting in High School: A Large-Scale Study of Perceived Instructional Support, Personal Background Attributes, and Engagement Outcomes	52
Supplemental Material for Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes	51
Supplemental Material for Promoting Children’s Math Motivation by Changing Parents’ Gender Stereotypes and Expectations for Math	47
Acknowledgment	47
Supplemental Material for Learning to Read in Environments With High Risk of Illiteracy: The Role of Bilingualism and Bilingual Education in Supporting Reading	43
Supplemental Material for Academic Help-Seeking and Achievement of Postsecondary Students: A Meta-Analytic Investigation	43
Supplemental Material for No Evidence That Playing a Linear Number Board Game Improves Numerical Skills Beyond Teaching as Usual: A Randomized Controlled Trial in 4- to 5-Year-Old Primary School Child	41
Supplemental Material for Academic Profile Development: An Investigation of Differentiation Processes Based on Students’ Level of Achievement and Grade Level	41
Supplemental Material for Do Jigsaw Classrooms Improve Learning Outcomes? Five Experiments and an Internal Meta-Analysis	40
Supplemental Material for Language and Literacy Trajectories for Dual Language Learners (DLLs) With Different Home Languages: Linguistic Distance and Implications for Practice	38
Supplemental Material for Individually Endorsed and Socially Shared Normative Beliefs on Acculturation: Resources and Risk Factors for Academic and Psychosocial Adjustment in Mid-Adolescence	38
Supplemental Material for Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder	37
Supplemental Material for Stability of Learning Disabilities, Cognitive Growth, and L1 in English Learners: A Latent Class and Transition Analysis	36

Supplemental Material for Longitudinal Reciprocal Effects of Agentic Engagement and Autonomy Support: Between- and Within-Person Perspectives	34
Supplemental Material for Improving Learning-by-Teaching Without Audience Interaction as a Generative Learning Activity by Minimizing the Social Presence of the Audience	34
Supplemental Material for Income Inequality Predicts Competitiveness and Cooperativeness at School	33
Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School	32
Supplemental Material for Sustained Use of Data-Based Writing Instruction Before and During the COVID-19 Pandemic	32
Are parental influences on emergent literacy and word reading skills the same across socioeconomic contexts? A multisite study in China.	32
Supplemental Material for Socioeconomic Gaps in Specific Mathematical Skills at Different Ages in Primary School	31