Journal of Educational Psychology

Papers
(The H4-Index of Journal of Educational Psychology is 32. 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 2020-05-01 to 2024-05-01.)
ArticleCitations
Self-determination theory applied to physical education: A systematic review and meta-analysis.268
Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality.122
Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.114
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER).80
Peer social acceptance and academic achievement: A meta-analytic study.76
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.58
Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations.53
The association between teaching students with disabilities and teacher turnover.52
A latent profile analysis of undergraduates’ achievement motivations and metacognitive behaviors, and their relations to achievement in science.51
How effective is peer interaction in facilitating learning? A meta-analysis.51
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest.51
Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.49
Creating drawings enhances learning by teaching.47
Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout.47
Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model.45
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.44
Lateral reading on the open Internet: A district-wide field study in high school government classes.43
Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?42
Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy.42
Job satisfaction of teachers and their principals in relation to climate and student achievement.42
Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction.41
Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.40
School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction.40
Grit and academic achievement: A comparative cross-cultural meta-analysis.40
Some stress is good stress: The challenge-hindrance framework, academic self-efficacy, and academic outcomes.39
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality.39
What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories.38
Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition.37
Effectiveness of resilience interventions for higher education students: A meta-analysis and metaregression.36
A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load.35
Timing matters! Explaining between study phases enhances students’ learning.34
Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.34
Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports.32
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