Journal of Educational Psychology

Papers
(The median citation count of Journal of Educational Psychology is 2. 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
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest.51
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
Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.49
Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout.47
Creating drawings enhances learning by teaching.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
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
Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?42
Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction.41
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
Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment.40
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality.39
Some stress is good stress: The challenge-hindrance framework, academic self-efficacy, and academic outcomes.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
Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.34
Timing matters! Explaining between study phases enhances students’ learning.34
Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports.32
Black–White achievement gaps differ by family socioeconomic status from early childhood through early adolescence.31
Opportunities to participate in science learning and student engagement: A mixed methods approach to examining person and context factors.30
The dynamics of real-time classroom emotions: Appraisals mediate the relation between students’ perceptions of teaching and their emotions.30
Effects of spatial training on mathematics in first and sixth grade children.29
Engaging caregivers and children in picture books: A family-implemented mathematical language intervention.28
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities.27
Do family investments explain growing socioeconomic disparities in children’s reading, math, and science achievement during school versus summer months?27
Using persuasive refutation texts to prompt attitudinal and conceptual change.26
Putting fractions together.26
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis.26
Parent–child number application activities predict children’s math trajectories from preschool to primary school.26
Off-task behavior in kindergarten: Relations to executive function and academic achievement.25
Mindfulness training improves middle school teachers’ occupational health, well-being, and interactions with students in their most stressful classrooms.25
Using eye movements to measure intrinsic, extraneous, and germane load in a multimedia learning environment.25
Co-occurring trajectories of internalizing and externalizing problems from grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance.24
Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study.24
Grit: The long and short of it.24
Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference?24
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.24
A learning method for all: The testing effect is independent of cognitive ability.23
Differential benefits of explicit failure-driven and success-driven scaffolding in problem-solving prior to instruction.23
The case for embodied instruction: The instructor as a source of attentional and social cues in video lectures.23
Emotional labor profiles among teachers: Associations with positive affective, motivational, and well-being factors.23
Trajectories of self-determined motivation during the secondary school: A growth mixture analysis.22
Cognitive dimensions of learning in children with problems in attention, learning, and memory.22
A randomized controlled trial of a smartphone-based well-being training in public school system employees during the COVID-19 pandemic.22
Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension: The dormant role of language skills.22
Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.22
A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade.21
Math anxiety interferes with learning novel mathematics contents in early elementary school.21
Linking changes in perceived academic control to university dropout and university grades: A longitudinal approach.21
Number knowledge and the approximate number system are two critical foundations for early arithmetic development.21
Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial.21
Does motivation predict changes in academic achievement beyond intelligence and personality? A multitheoretical perspective.20
Do children with reading difficulties experience writing difficulties? A meta-analysis.20
In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement.20
Teachers “finding peace in a frantic world”: An experimental study of self-taught and instructor-led mindfulness program formats on acceptability, effectiveness, and mechanisms.19
Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading.19
The effect of epistemic cognition interventions on academic achievement: A meta-analysis.19
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.19
Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention.19
Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping.18
Instructor–learner neural synchronization during elaborated feedback predicts learning transfer.18
Load reduction instruction in science and students’ science engagement and science achievement.18
Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade.18
When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality 18
Reducing interference from misconceptions: The role of inhibition in knowledge revision.18
The componential model of reading in bilingual learners.18
Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.18
The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.17
Argumentation skills mediate the effect of peer argumentation on content knowledge in middle-school students.17
Greater income inequality, lower school belonging: Multilevel and cross-temporal analyses of 65 countries.17
Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach.17
Embodied geometric reasoning: Dynamic gestures during intuition, insight, and proof.17
The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries.17
Relations among phonological processing skills and mathematics in children: A meta-analysis.17
Leaving the pond—Choosing an ocean: Effects of student composition on STEM major choices at university.16
Language ability in the development of externalizing behavior problems in childhood.16
Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes.15
Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics.15
Examining high-school students' motivation change through a person-centered approach.15
Comparing and combining retrieval practice and concept mapping.15
Replicated evidence towards a cognitive theory of game-based training.15
Disentangling different sources of stability and change in students’ academic self-concepts: An integrative data analysis using the STARTS model.14
The impact of mathematics anxiety on stress appraisals, neuroendocrine responses, and academic performance in a community college sample.14
How much do students’ scores in PISA reflect general intelligence and how much do they reflect specific abilities?14
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study.14
From Here to There! A dynamic algebraic notation system improves understanding of equivalence in middle-school students.14
The effects of historical reading and writing strategy instruction with fourth- through sixth-grade students.14
Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes.14
Elementary students’ cognitive and affective responses to impasses during mathematics problem solving.13
Learning to read in environments with high risk of illiteracy: The role of bilingualism and bilingual education in supporting reading.13
Prevention of reading difficulties in children with and without familial risk: Short- and long-term effects of an early intervention.13
Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.13
Working memory and numeracy training for children with math learning difficulties: Evidence from a large-scale implementation in the classroom.13
Class-average achievement and individual achievement development: Testing achievement composition and peer spillover effects using five German longitudinal studies.13
Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.13
Performing under challenge: The differing effects of ability and normative performance goals.13
The role of mothers in supporting adaptation in school: A psychological needs perspective.13
College students’ reasons for leaving biomedical fields: Disenchantment with biomedicine or attraction to other fields?13
Effects of computer-based feedback on lower- and higher-order learning outcomes: A network meta-analysis.13
The retrieval-enhancing effects of decorative pictures as memory cues in multimedia learning videos and subsequent performance tests.13
Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks.13
Identifying reciprocities in school motivation research: A review of issues and solutions associated with cross-lagged effects models.12
Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement.12
The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners.12
Does perceived cohesion mediate the student personality–engagement relationship in the university setting?12
Dimensional comparison effects on (gendered) educational choices.12
Stability and change in student classroom composition and its impact on peer victimization.12
Are the relations of rapid automatized naming with reading and mathematics accuracy and fluency bidirectional? Evidence from a 5-year longitudinal study with Chinese children.12
Achievement goals and conceptual learning: An examination of teacher talk.12
Using process data to explain group differences in complex problem solving.12
Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation.12
How can the blow of math difficulty on elementary school children’s motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions.12
Fraction ball: Playful and physically active fraction and decimal learning.11
Relational reasoning’s contributions to mathematical thinking and performance in Chinese elementary and middle-school students.11
Effects of induced levels of prior knowledge on monitoring accuracy and performance when learning from self-regulated problem solving.11
Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation.11
A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms.11
A change of scenery: Does the setting of an instructional video affect learning?11
A self-regulated learning analytics prediction-and-intervention design: Detecting and supporting struggling biology students.11
The benefits of successive relearning on multiple learning outcomes.11
Silver linings and storm clouds: Divergent profiles of student momentary engagement emerge in response to the same task.11
Effectiveness of forgiveness education with adolescents in reducing anger and ethnic prejudice in Iran.11
Distributions of textbook problems predict student learning: Data from decimal arithmetic.11
Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches.10
Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes.10
Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering.10
Gender differences in early literacy: Boys’ response to formal instruction.10
The individual stem student in context: Idiographic methods for understanding self-knowledge and intraindividual patterns of self-efficacy appraisal.10
Estimating classroom-level influences on literacy and numeracy: A twin study.10
Promoting positive attitudes toward peers with disabilities: The role of information and imagined contact.10
Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school.10
Learning goal orientation in high-ability and average-ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes.10
Taking a free ride: How team learning affects social loafing.10
Pathways to word reading and calculation skills in young Chinese children: From biologically primary skills to biologically secondary skills.10
Mere plausibility enhances comprehension: The role of plausibility in comprehending an unfamiliar scientific debate.9
Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools.9
Numerical magnitude understanding in kindergartners: A specific and sensitive predictor of later mathematical difficulties?9
Supporting climate change understanding with novel data, estimation instruction, and epistemic prompts.9
How students perform synthesis tasks: An empirical study into dynamic process configurations.9
Does triggering learners’ interest make them overconfident?9
Moderators of dimensional comparison effects: A comprehensive replication study putting prior findings on five moderators to the test and going beyond.9
Income inequality predicts competitiveness and cooperativeness at school.9
Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.9
Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing.9
Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy.9
Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence.9
Differential patterns of growth in reading and math skills during elementary school.9
Data-based decision-making in schools: Examining the process and effects of teacher support.9
Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control.9
The pathway to academic success: Scaling up a text-based analytical writing intervention for Latinos and English learners in secondary school.9
Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school.9
Social contagion and high school dropout: The role of friends, romantic partners, and siblings.8
School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.8
Varied practice testing is associated with better learning outcomes in self-regulated online learning.8
The influence of sensory-motor components of handwriting on Chinese character learning in second- and fourth-grade Chinese children.8
Pushing the boundaries of education research: A multidimensional approach to characterizing preschool neighborhoods and their relations with child outcomes.8
Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory.8
A meta-analysis of writing treatments for students in grades 6–12.8
Using the selection, optimization, and compensation model of action-regulation to explain college students’ grades and study satisfaction.8
Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance.8
Reading prosody unpacked: A longitudinal investigation of its dimensionality and relation with word reading and listening comprehension for children in primary grades.8
Students’ beliefs about agentic engagement: A phenomenological study in urban high school physical science and engineering classes.8
Patterns of preschool teachers’ use of discourse strategies with individual Spanish-speaking dual language learners.8
How students’ perceptions of teaching quality in one subject are impacted by the grades they receive in another subject: Dimensional comparisons in student evaluations of teaching quality.8
Sex differences in developmental pathways to mathematical competence.8
Longitudinal reciprocal relations among reading, executive function, and social-emotional skills: Maybe not for all.7
Too anxious to be confident? A panel longitudinal study into the interplay of mathematics anxiety and metacognitive monitoring in arithmetic achievement.7
Promoting an agentic orientation: An intervention in university psychology and physical science courses.7
Scaffolding attention and partial word learning through interactive coviewing of educational media: An eye-tracking study with low-income preschoolers.7
A metacognitive retrieval practice intervention to improve undergraduates’ monitoring and control processes and use of performance feedback for classroom learning.7
Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups.7
App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial.7
Explorations of classroom talk and links to reading achievement in upper elementary classrooms.7
Effects of student composition in school on young adults’ educational pathways.7
Does being defended relate to decreases in victimization and improved psychosocial adjustment among victims?7
Family and community resource and stress processes related to income disparities in school-aged children’s development.7
Is the literacy achievement of teenage boys poorer than that of teenage girls, or do estimates of gender gaps depend on the test? A comparison of PISA and PIAAC.6
Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target.6
The effects of knowledge activation training on rural middle-school students’ expository text comprehension: A mixed-methods study.6
A multimedia effect for multiple-choice and constructed-response test items.6
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries.6
Deliberate errors promote meaningful learning.6
Academic language and listening comprehension—Two sides of the same coin? An empirical examination of their dimensionality, relations to reading comprehension, and assessment modality.6
The impacts of a brief middle-school self-affirmation intervention help propel African American and Latino students through high school.6
Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys.6
Class composition, student achievement, and the role of the learning environment.6
Hong Kong academics’ perceived work environment and job dissatisfaction: The mediating role of academic self-efficacy.6
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.6
Cognition and writing development in early adolescent English learners.6
Students’ personality and state academic self-concept: Predicting differences in mean level and within-person variability in everyday school life.6
Under which conditions are physical versus virtual representations effective? Contrasting conceptual and embodied mechanisms of learning.6
Helping preschoolers learn math: The impact of emphasizing the patterns in objects and numbers.6
Not all sentences are created equal: Evaluating the relation between children’s understanding of basic and difficult sentences and their reading comprehension.6
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?6
Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping.6
The moderating effects of psychosocial factors on achievement gains: A longitudinal study.5
Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis.5
Do jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis.5
The stability of learning disabilities among emergent bilingual children: A latent transition analysis.5
How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities.5
"Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model": Correction to Kim and Burić (2019).5
Promoting children’s math motivation by changing parents’ gender stereotypes and expectations for math.5
Resilience, not grit, predicts college student retention following academic probation.5
Expecting to teach affects learning during study of expository texts.5
Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?5
The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds.5
Assessor writing performance on peer feedback: Exploring the relation between assessor writing performance, problem identification accuracy, and helpfulness of peer feedback.5
Disentangling students’ anticipated and experienced costs: The case for understanding both.5
The effects of choice versus preference on writing and the mediating role of perceived competence.5
The “big fish” from the teacher’s perspective: A closer look at reference group effects on teacher judgments.5
The mathematical, motivational, and cognitive characteristics of high mathematics achievers in primary school.5
Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.5
The interdependency of perceived task difficulty and the choice effect when learning with multimedia materials.5
Social perspective taking: A professional development induction to improve teacher–student relationships and student learning.4
Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study.4
Math anxiety, self-centeredness, and dispositional mindfulness.4
Initial and evolving perceptions of value and cost of engaging in undergraduate science course work and effects on achievement and persistence.4
Thriving, catching up, falling behind: Immigrant and refugee children’s kindergarten competencies and later academic achievement.4
Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners.4
Perceived relevance of digital badges predicts longitudinal change in program engagement.4
The relative effectiveness of different active learning implementations in teaching elementary school students how to design simple experiments.4
Promoting integration and learning from multiple complementary texts.4
Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment.4
Controlling speed in component skills of reading improves the explanation of reading comprehension.4
Profiles of teachers’ striving and wellbeing: Evolution and relations with context factors, retention, and professional engagement.4
Extending the reciprocal effects model of math self-concept and achievement: Long-term implications for end-of-high-school, age-26 outcomes, and long-term expectations.4
Leveraging measurement instruction to develop kindergartners’ numerical magnitude knowledge.4
Promoting understanding of measurement and statistical investigation among second-grade students with mathematics difficulties.4
The interconnected development of depressive symptoms and school functioning from mid-adolescence to early adulthood: A piecewise growth mixture analysis.4
Who are the nonresponders to intervention among Chinese children learning English as a second language?4
Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation.4
New directions in the conceptualization and operationalization of the home learning environment.4
Associations between teacher and student mathematics, science, and literacy anxiety in fourth grade.4
Numeracy, cognitive, and motivational predictors of elementary mathematics achievement.4
How working memory capacity and shifting matter for learning with worked examples—A replication study.3
0.1105170249939