OOIR: Observatory of International Research

Papers

(The H4-Index of Educational Psychologist is 24. 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
Acknowledgments	200
A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement	118
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis	112
Communally engaged educational psychology: A philosophy of engagement	102
Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform	95
An integrated model of learning from errors	83
Teachers’ social-emotional characteristics and student outcomes: A commentary	70
Influencing educational change through policy-engaged research	62
Coeditors’ outgoing editorial statement	58
Critical culturalized comprehension: Exploring culture as learners thinking about texts	57
Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions	52
Toward a dynamic idiolect: Multilingual perspectives on the “science of reading”	51
Parental involvement in supporting students’ digital learning	47
Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement	42
Building bridges to advance the Community of Inquiry framework for online learning	40
A framework for approaching policy-oriented educational psychology research	35
The promise and process of adaptive teacher empathy to support equity in diverse classrooms	33
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities	33
School segregation and social processes that shape early and middle childhood development	30
The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased	29
Using a model of domain learning to understand the development of creativity	27
Teachers need more than knowledge: Why motivation, emotion, and self-regulation are indispensable	26
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework	25
A systematic review of orthographic learning via self-teaching	24