OOIR: Observatory of International Research

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 2021-11-01 to 2025-11-01.)

Article	Citations
Supplemental Material for Student Engagement and Its Association With Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis	256
Supplemental Material for Support From School Personnel and In-School Resources Jointly Moderate the Association Between Identity-Based Harassment and Depressive Symptoms Among Sexual and Gender Diver	110
Supplemental Material for A 5-Year Longitudinal Study of Bilinguals’ Vocabulary Growth and the Role of the Prekindergarten Home Language and Literacy Environments	104
Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School	101
Supporting parents to support children: A U.K. randomized controlled trial testing a text message intervention to cultivate the home learning environment.	94
Warning students of the consequences of examination failure: An effective strategy for promoting student engagement?	82
Early prediction of math difficulties with the use of a neural networks model.	80
The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills.	79
The decline in learning enjoyment and learning effort over primary and secondary schools: Do gender, migration background, and socioeconomic status matter?	71
Varied practice testing is associated with better learning outcomes in self-regulated online learning.	69
Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning.	68
Why things can go wrong when parents try to help children with their homework: The role of parental emotion regulation and mentalization.	67
Math anxiety, self-centeredness, and dispositional mindfulness.	64
Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment.	63
Examining ethnic/racial measurement invariance in fourth-grade executive function: A registered report of data from the Early Childhood Longitudinal Study—Kindergarten.	58
Mechanisms in the relation between morphological awareness and the development of reading comprehension.	56
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.	53
The relation between text reading and reading comprehension varies as a function of developmental phase, orthographic depth, and measurement characteristics: Evidence from a meta-analysis.	48
Supplemental Material for Impact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content Knowledge	47
Supplemental Material for Stay Motivated and Carry on: A Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates	45
Supplemental Material for Fraction Ball: Playful and Physically Active Fraction and Decimal Learning	44
Supplemental Material for Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches	42
Supplemental Material for Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study	42
Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth.	40
Heterogeneity in middle-school students’ encoding of algebraic equations.	40

Supplemental Material for Supporting Parents to Support Children: A U.K. Randomized Controlled Trial Testing a Text Message Intervention to Cultivate the Home Learning Environment	38
The association between relational reasoning in nonverbal and verbal representations and mathematics achievement.	37
The interconnected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis.	34
The effect of a universal, school-based social and emotional learning intervention (passport: Skills for life) on internalizing symptoms and related outcomes during the transition from childhood to ad	34
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality	32
Supplemental Material for Greater Income Inequality, Lower School Belonging: Multilevel and Cross-Temporal Analyses of 65 Countries	32
Supplemental Material for Toward an Evidence-Based Framework for Training Students’ Collaborative Problem-Solving Skills: Introducing and Testing the PEER Model	32