OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Educational Psychology is 30. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Supplemental Material for Student Engagement and Its Association With Academic Achievement and Subjective Well-Being: A Systematic Review and Meta-Analysis	423
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	223
Supplemental Material for The Effect of Achievement Composition on STEM Competencies: Analyzing Longitudinal Data of German Students’ Scientific and Computer Literacy in Secondary School	89
Supplemental Material for A 5-Year Longitudinal Study of Bilinguals’ Vocabulary Growth and the Role of the Prekindergarten Home Language and Literacy Environments	89
Early prediction of math difficulties with the use of a neural networks model.	88
Supplemental Material for Concurrent Testing Improves Attention Generally and Selectively During Video Lectures	82
Linking teacher emotions, teaching quality indicators, and student outcomes in mathematics: Results from the Global Teaching InSights study.	75
Supporting parents to support children: A U.K. randomized controlled trial testing a text message intervention to cultivate the home learning environment.	70
The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills.	67
A person-centered approach to action-control beliefs of students with special educational needs and their relation to student performance and time on task.	67
Varied practice testing is associated with better learning outcomes in self-regulated online learning.	62
The decline in learning enjoyment and learning effort over primary and secondary schools: Do gender, migration background, and socioeconomic status matter?	61
Instructional intervention effects on interleaving preference and distance during self-regulated inductive learning.	53
Examining ethnic/racial measurement invariance in fourth-grade executive function: A registered report of data from the Early Childhood Longitudinal Study—Kindergarten.	47
Mechanisms in the relation between morphological awareness and the development of reading comprehension.	41
Engaging Latinx or Hispanic-Identifying families in science education: A longitudinal intervention study.	40
Why things can go wrong when parents try to help children with their homework: The role of parental emotion regulation and mentalization.	39
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.	37
Supplemental Material for Impact of a Content-Rich Literacy Curriculum on Kindergarteners’ Vocabulary, Listening Comprehension, and Content Knowledge	37
Supplemental Material for Stay Motivated and Carry on: A Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates	36
Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth.	35
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	35
Supplemental Material for Toward an Evidence-Based Framework for Training Students’ Collaborative Problem-Solving Skills: Introducing and Testing the PEER Model	34
The interconnected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis.	33
Unraveling the reciprocal relationship between statistical learning and reading development.	32

Supplemental Material for Are Elementary School Children Bullied More When They Attend Disruptive Classrooms? A Child-Fixed-Effects Analysis	32
The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds.	31
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	31
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.	31
The association between relational reasoning in nonverbal and verbal representations and mathematics achievement.	31
Heterogeneity in middle-school students’ encoding of algebraic equations.	30